Growth Your Mindset to Increase Resilience in College Students

Authors

  • Miranti Rasyid Universitas Mulawarman, Samarinda, Indonesia
  • Aulia Suhesty Universitas Mulawarman, Samarinda, Indonesia
  • Diah Rahayu Universitas Mulawarman, Samarinda, Indonesia
  • Nur Najiba Indayani Universitas Mulawarman, Samarinda, Indonesia
  • Ayusha Adhikarapandita Universitas Mulawarman, Samarinda, Indonesia

DOI:

https://doi.org/10.23887/ijerr.v6i2.60194

Keywords:

Growth Your Mindset, Student Resilience, Training

Abstract

Academic stress and psychological pressure is most often felt by students. One of the factor great factor is person's resilience ability that greatly influenced by the mindset of the person in seeing their experiences and life. This study aims to analyze the effectiveness of the influence of growth your mindset training to increase student resilience. The research design used was a pretest-posttest control group design. The research subjects were 30 students who were divided into 15 students in the experimental group and 15 students in the control group. Student resilience was measured using a student resilience scale. Data analysis used Wilcoxon and Mann-Whitney U Test using SPSS 25 Software for Windows. The results of the analysis using the Wilcoxson test which compared the resilience scores of students in the experimental group between before and after training showed a value of Z = -2.901, p = 0.004 (p <0.05) meaning that there were differences in resilience scores among students before and after being given the growth your mindset training treatment, so that there is a significant increase in resilience after being given the growth your mindset training treatment. The results of the analysis using the Mann-Whitney U Test showed a value of Z = -3.744, p = 0.000 (p <0.05) meaning that there were differences in the level of resilience in students between the experimental group that was given the growth your mindset training treatment and the control group that was not given the growth your mindset training treatment.

References

Ade‐Ojo, G. O., Markowski, M., Essex, R., Stiell, M., & Jameson, J. (2022). A systematic scoping review and textual narrative synthesis of physical and mixed‐reality simulation in pre‐service teacher training. Journal of Computer Assisted Learning, 38(3), 861–874. https://doi.org/10.1111/jcal.12653.

Agung, I. (2018). Improvement of Teacher Competence and Professionalism and School Management Development in Indonesia. American Journal of Educational Research, 6(10), 1388–1396. https://doi.org/10.12691/education-6-10-8.

Apriyanti, N., Razak, R. A., Rahim, S. S. A., Shaharom, M. S. N., & Baharuldin, Z. (2020). Infographic instructional media as a solution and innovation in physics learning for senior high school students in Indonesia. International Journal of Information and Education Technology, 10(10), 773–780. https://doi.org/10.18178/ijiet.2020.10.10.1457.

Awofala, A. O. A., & Blessing, A. E. (2014). Assessing adult learner’s numeracy as related to gender and performance in arithmetic. Journal of New Approaches in Educational Research, 3(2), 83–92. https://doi.org/10.7821/naer.3.2.83-92.

Buchanan, A., & Kern, M. L. (2017). The benefit mindset: The psychology of contribution and everyday leadership. International Journal of Wellbeing, 7(1). https://doi.org/10.5502/ijw.v7i1.538.

Cassidy, S. (2015). Resilience building in students: the role of academic self-efficacy. Frontiers in Psychology, Vol., 6(1781), 1–14. https://doi.org/10.3389/fpsyg.2015.01781.

Cohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher coaching in a simulated environment. Educational Evaluation and Policy Analysis, 42(2), 208–231. https://doi.org/10.3102/0162373720906217.

Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A View From Two Eras. Perspectives on Psychological Science, 14(3). https://doi.org/10.1177/1745691618804166.

Edwina, O. I. P., & Sembiring, T. (2022). Peran Mindset terhadap Resiliensi Keluarga pada Dewasa Awal. Psympathic : Jurnal Ilmiah Psikologi, 8(2). https://doi.org/10.15575/psy.v8i2.9572.

Fatimah, A. S., & Santiana, S. (2017). Teaching in 21St Century: Students-Teachers’ Perceptions of Technology Use in the Classroom. Script Journal: Journal of Linguistic and English Teaching, 2(2), 125. https://doi.org/10.24903/sj.v2i2.132.

Gashaw, Z. (2019). Challenges facing internship programme for engineering students as a learning experience: a case study of Debre Berhan University in Ethiopia. IOSR Journal of Mechanical and Civil Engineering (IOSRJMCE), 16(1), 12–28. https://www.academia.edu/download/58308789/B1601021228.pdf.

Gopalan, M., Rosinger, K., & Ahn, J. B. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218–243. https://doi.org/10.3102/0091732X20903302.

Halim, F., Tresnadewi, S., & Widiati, U. (2021). Patterns of Stress and Resilience Experienced by Junior High School Teachers. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 6(12), 1885–1897. http://journal.um.ac.id/index.php/jptpp/article/view/15167.

Harmoko, D. D. (2021). Digital Literacy As A Solution To Improve The Quality Of Indonesia’s Human Resources. Research and Development Journal of Education, 7(2), 413. https://doi.org/10.30998/rdje.v7i2.10569.

Heong, Y. M., Othman, W. B., Yunos, J. B. M., Kiong, T. T., Hassan, R. Bin, & Mohamad, M. M. B. (2011). The Level of Marzano Higher Order Thinking Skills among Technical Education Students. International Journal of Social Science and Humanity, 1(2), 121–125. https://doi.org/10.7763/ijssh.2011.v1.20.

Hui, L., Bruin, A. B. H., Donkers, J., & Merriënboer, J. J. G. (2021). Stimulating the intention to change learning strategies: The role of narratives. International Journal of Educational Research, 107(February). https://doi.org/10.1016/j.ijer.2021.101753.

Lampropoulos, G., Siakas, K., & Anastasiadis, T. (2019). Internet of Things in the Context of Industry 4.0: An Overview. International Journal of Entrepreneurial Knowledge, 7(1), 4–19. https://doi.org/10.2478/ijek-2019-0001.

Lenaini, I. (2021). Teknik pengambilan sampel purposive dan snowball sampling. Historis: Jurnal Kajian, Penelitian Dan Pengembangan Pendidikan Sejarah, 6(1), 33–39. https://doi.org/10.31764/historis.v6i1.4075.

Madadizadeh, F. (2022). A tutorial on Quasi-experimental designs. Journal of Community Health Research, 11(1), 3–4. https://iranjournals.nlai.ir/bitstream/handle/123456789/916068/B056CA7D2AA0554C0E7FEFF379D08F6C.pdf?sequence=-1.

Malloy-Weir, L. J., Schwartz, L., Yost, J., & McKibbon, K. A. (2016). Empirical relationships between numeracy and treatment decision making: A scoping review of the literature. Patient Education and Counseling, 99(3), 310–325. https://doi.org/10.1016/j.pec.2015.10.002.

Ng, B. (2018). The neuroscience of growth mindset and intrinsic motivation. Brain Sciences, 8(2). https://doi.org/10.3390/brainsci8020020.

Peper, E., Wilson, V., Martin, M., Rosegard, E., & Harvey, R. (2021). Avoid zoom fatigue, be present and learn. NeuroRegulation, 8(1), 47–56. https://doi.org/10.15540/NR.8.1.47.

Pittig, A., Treanor, M., LeBeau, R. T., & Craske, M. G. (2018). The role of associative fear and avoidance learning in anxiety disorders: Gaps and directions for future research. Neuroscience & Biobehavioral Reviews, 88, 117–140. https://doi.org/10.1016/j.neubiorev.2018.03.015.

Rahiem, M. D. H. (2020). The emergency remote learning experience of university students in Indonesia amidst the COVID-19 crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1–26. https://doi.org/10.26803/ijlter.19.6.1.

Rahman, R., Sopandi, W., Widya, R. N., & Yugafiati, R. (2019). Literacy in The Context of Communication Skills for The 21st Century Teacher Education in Primary School Students. International Journal of Science and Applied Science: Conference Series, 3(1), 101. https://doi.org/10.20961/ijsascs.v3i1.32462.

Reyes, R. D. G. D., & Torio, V. A. G. (2021). The Relationship of Expert Teacher–Learner Rapport and Learner Autonomy in the CVIF-Dynamic Learning Program. Asia-Pacific Education Researcher, 30(5), 471–481. https://doi.org/10.1007/s40299-020-00532-y.

Ricchiardi, P., & Emanuel, F. (2018). Soft skill assessment in higher education. Journal of Educational, Cultural and Psychological Studies. https://doi.org/10.7358/ecps-2018-018-ricc.

Rohmah, F. N., & Bukhori, I. (2020). Pengembangan Media Pembelajaran Interaktif Mata Pelajaran Korespondensi Berbasis Android Menggunakan Articulate Storyline 3. ECOEDUCATION (Economic & Education Journal), 2(2), 169–182. https://doi.org/10.33503/ecoducation.v2i2.892.

Rusmana, N., & Suprihatin, D. (2019). A quasi experiment on group exercises to improve students’ resilience. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012128.

Salim, F., & Muhammad Fakhrurrozi, M. (2020). Efikasi Diri Akademik dan Resiliensi pada Mahasiswa. Jurnal Psikologi, 16(2). https://doi.org/10.24014/jp.v16i2.9718.

Sogunro, O. A. (2014). Motivating Factors for Adult Learners in Higher Education. International Journal of Higher Education, 4(1). https://doi.org/10.5430/ijhe.v4n1p22.

Sugiyono. (2015). Metode Penelitian & Pengembangan untuk Bidang: Pendidikan, Manajemen, Sosial, Teknik. Alfabeta.

Taufan, M. Y. (2022). Professional Development of Teachers, Competencies, Educational Facilities and Infrastructure on Teacher Performance and Learning Achievement of High School Students in Makassar City. Golden Ratio of Social Science and Education, 2(1), 24–38. https://doi.org/10.52970/grsse.v2i1.168.

Vidić, T. (2021). Students’ School Satisfaction: The Role of Classroom Climate, Self-efficacy, and Engagement. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 9(3), 347–357. https://www.ceeol.com/search/article-detail?id=1002059.

Vieira, E. A. O., Silveira, A. C. D., & Martins, R. X. (2019). Heuristic evaluation on usability of educational games: A systematic review. Informatics in Education, 18(2), 427–442. https://doi.org/10.15388/infedu.2019.20.

Yada, A., Björn, P. M., Savolainen, P., Kyttälä, M., Aro, M., & Savolainen, H. (2021). Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland. Teaching and Teacher Education, 105, 103398. https://doi.org/10.1016/j.tate.2021.103398.

Yu, J., Kreijkes, P., & Salmela-Aro, K. (2022). Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate. Learning and Instruction, 80, 101616. https://doi.org/10.1016/j.learninstruc.2022.101616.

Zhampeissova, K., Alena, G., Ekaterina, V., & Zhanna, E. (2020). “Academic Performance and Cognitive Load in Mobile Learning.” International Journal of Interactive Mobile Technologies, 14(21), 78–91,. https://doi.org/10.3991/ijim.v14i21.18439.

Zhao, H., Zhang, J., Heng, S., & Qi, C. (2021). Team growth mindset and team scientific creativity of college students: The role of team achievement goal orientation and leader behavioral feedback. Thinking Skills and Creativity, 42. https://doi.org/10.1016/j.tsc.2021.100957.

Downloads

Published

2023-07-27

How to Cite

Rasyid, M., Suhesty, A. ., Rahayu, D. ., Indayani, N. N., & Adhikarapandita, A. . (2023). Growth Your Mindset to Increase Resilience in College Students. Indonesian Journal of Educational Research and Review, 6(2), 322–329. https://doi.org/10.23887/ijerr.v6i2.60194

Issue

Section

Articles