Self-Regulated Learning, Growth Mindset and Students’ Grit in Career Preparation
Abstract
As a result of the closure of several workplaces and jobs during Covid-19 pandemic, many undergraduate students feel anxious and worried about the career prospects they want to pursue in the future. In this case, grit is needed by them so that they could be able to study diligently to prepare their goals. Furthermore, students' growth mindset and beliefs about their abilities contribute to grit. However, there is self-regulated learning (SRL) which plays a role in strengthening the relationship between growth mindset and grit in Covid-19 pandemic. This study investigated the mediating effect that self-regulated learning has on growth mindset and grit. This study is quantitative research using three questionnaires, i.e., Grit Short Scale (8 items, α=0.747); Theory of Intelligence Scale (4 items, α=0.846); and Motivated Strategies for Learning Questionnaire (44 items, α=0.918). The participants of this study were 207 undergraduate students from all over Indonesia. The analytical technique used in this study was Process Hayes in SPSS version 26.0. The result revealed that the growth mindset can increase student’s grit in career preparation during the Covid-19 pandemic and it is partially mediated by self-regulated learning. Furthermore, mediation emphasizes the relationship between growth mindset and grit. This research has practical implications for educational institutions, counsellors, and psychologists in career developmental centres to increase students’ grit by using a growth mindset and SRL as basis for intervention.
Akibat adanya penutupan beberapa lapangan pekerjaan di masa pandemi Covid-19, tidak sedikit mahasiswa yang merasa cemas dan khawatir terhadap prospek karier yang ingin dijalaninya ke depan. Dalam hal ini, kegigihan diperlukan mahasiswa untuk untuk dapat tekun belajar dalam rangka mempersiapkankarier dan cita-citanya. Growth mindset yang dimiliki mahasiswa terhadap kemampuannya berkontribusi terhadap kegigihan. Namun demikian, terdapat peran self-regulated learning (SRL) yang menguatkan hubungan antara growth mindset dan kegigihan. Penelitian ini bertujuan untuk mengetahui efek mediasi yang dimiliki oleh SRL terhadap hubungan antara growth mindset dan kegigihan mahasiswa dalam persiapan karier di masa pandemi Covid-19. Penelitian menggunakan metode kuantitatif dengan menggunakan tiga kuesioner yaitu Grit Short Scale (8 item, α=0.747); Theory of Intelligence Scale (4 item, α=0.846); dan Motivated Strategies for Learning Questionnaire (44 item, α=0.918). Partisipan dari penelitian ini berjumlah 207 mahasiswa D3/D4/S1 dari seluruh Indonesia. Untuk menguji peran mediasi, digunakan teknik analisis menggunakan Micro Process Hayes pada SPSS versi 26.0. Hasil dari penelitian ini menunjukkan bahwa growth mindset dapat meningkatkan kegigihan mahasiswa dalam mempersiapkan karier di masa pandemi Covid-19 dan dimediasi secara parsial oleh regulasi dalam belajar. Lebih lanjut, mediasi yang dilakukan memiliki kontribusi untuk memperkuat hubungan antara growth mindset dengan kegigihan. Penelitian ini memiliki implikasi praktis yang dapat dilakukan lembaga pendidikan, konselor maupun psikolog yang praktik di klinik mahasiswa (career developmental center) untuk meningkatkan kegigihan mahasiswa dengan menggunakan growth mindset dan SRL sebagai landasan intervensi.
Keywords
Full Text:
FULL TEXTReferences
Ananda, S. (2020). The role of sense of school belonging in self-regulated learning on high school students with achievement goals as mediator. Naskah tidak dipublikasikan. Program Studi Psikologi, Universitas Tarumanegara
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480. https://doi.org/10.1037/0003-066X.55.5.469
Barry Bai, & Jing Wang. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 27(1), 207–228.
Black, S., & Allen, J. D. (2018). Part 5: Learning is a social act. The Reference Librarian, 59(2), 76–91. https://doi.org/10.1080/02763877.2017.1400932
Bowman, N. A., Hill, P. L., Denson, N., & Bronkema, R. (2015). Keep on truckin’ or stay the course? Exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions. Social Psychological and Personality Science, 6(6), 639–645. https://doi.org/10.1177/1948550615574300
Cazan, A.-M. (2012). Self regulated learning strategies – predictors of academic adjustment. Procedia - Social and Behavioral Sciences, 33, 104–108. https://doi.org/10.1016/j.sbspro.2012.01.092
Chrisantiana, T. G., & Sembiring, T. (2017). Pengaruh growth dan fixed mindset terhadap grit pada mahasiswa fakultas psikologi universitas “X” Bandung. Humanitas (Jurnal Psikologi), 1(2), 133. https://doi.org/10.28932/humanitas.v1i2.422
De Castella, K., & Byrne, D. (2015). My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement. European Journal of Psychology of Education, 30(3), 245–267. https://doi.org/10.1007/s10212-015-0244-y
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (Grit–S). Journal of Personality Assessment, 91(2), 166–174. https://doi.org/10.1080/00223890802634290
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Dweck, C. S. (2000). Self-Theories: Their role in motivation, personality, and development. Psychology Press.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL Model. Educational Psychologist, 46(1), 6–25. https://doi.org/10.1080/00461520.2011.538645
Ghozali, I. (2013). Aplikasi analisis multivariate dengan program IBM SPSS 21 update PLS regresi. Badan Penerbit Universitas Diponegoro.
Gravetter, F. J., & Forzano, L.-A. (2012). Research methods for the behavioral sciences (4th ed.). Wadsworth.
Gray, H., Moran, R., & Delfin, D. (2022). The relationship between grit and growth mindset in professional athletic training students. Journal of Sports Medicine and Allied Health Sciences: Official Journal of the Ohio Athletic Trainers’ Association, 8(2). https://doi.org/10.25035/jsmahs.08.02.02
Haimovitz, K., & Dweck, C. S. (2016). Parents’ views of failure predict children’s fixed and growth intelligence mind-sets. Psychological Science, 27(6), 859–869. https://doi.org/10.1177/0956797616639727
Hariadi, L., Adinda Prabowo Putri Putri, S., & Sunaryono, J. (2021). Hubungan antara growth mindset dengan grit pada mahasiswa UNAKI yang telah bekerja. In Jurnal IMAGE Universitas AKI Semarang (Vol. 01).
Hayes, A. F. (2018). Partial, conditional, and moderated moderated mediation: Quantification, inference, and interpretation. Communication Monographs, 85(1), 4–40. https://doi.org/10.1080/03637751.2017.1352100
Hertel, S., & Karlen, Y. (2021). Implicit theories of self‐regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition. British Journal of Educational Psychology, 91(3), 972–996. https://doi.org/10.1111/bjep.12402
Hochanadel, A., & Finamore, D. (2015). Fixed And growth mindset In education and how grit helps students persist In the face of adversity. Journal of International Education Research (JIER), 11(1), 47–50. https://doi.org/10.19030/jier.v11i1.9099
Hong, Y., Chiu, C., Dweck, C. S., Lin, D. M.-S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77(3), 588–599. https://doi.org/10.1037/0022-3514.77.3.588
Lam, K. K. L., & Zhou, M. (2019). Examining the relationship between grit and academic achievement within K‐12 and higher education: A systematic review. Psychology in the Schools, 56(10), 1654–1686. https://doi.org/10.1002/pits.22302
Lee, S., & Sohn, Y. W. (2017). Effects of grit on academic achievement and career-related attitudes of college students in Korea. Social Behavior and Personality: An International Journal, 45(10), 1629–1642. https://doi.org/10.2224/sbp.6400
Liao, H.-A., Edlin, M., & Ferdenzi, A. C. (2014). persistence at an urban community college: The implications of self-efficacy and motivation. Community College Journal of Research and Practice, 38(7), 595–611. https://doi.org/10.1080/10668926.2012.676499
Ngadi, N., Meliana, R., & Purba, Y. A. (2020). Dampak pandemi covid-19 terhadap PHK dan pendapatan kerja di Indonesia Jurnal Kependudukan Indonesia, 43. https://doi.org/10.14203/jki.v0i0.576
Nunally, J. C., & Bernstein, I. H. (1995). Psychometric theory. McGraw-Hill.
Octaviani, A., & Kiswantomo, H. (2018). Hubungan antara self-regulation dan grit pada mahasiswa Fakultas Psikologi Universitas “X” Bandung. .
Pintrich, P. R. (2004). A Conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Pintrich, P. R., & De Groot, E. V. (1990). motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
Pratiwi, M., Anggraini, D., Mardhiyah, S. A., & Iswari, R. D. (2020). Mengembangkan growth mindset mahasiswa sebagai usaha mempersiapkan diri memasuki dunia kerja. In Psychology Journal of Mental Health (Vol. 2, Issue 2). http://pjmh.ejournal.unsri.ac.id/24
Rachmah, D. N. (2015). Regulasi diri dalam belajar pada mahasiswa yang memiliki peran banyak. Jurnal Psikologi, 42(1), 61. https://doi.org/10.22146/jpsi.6943
Ren, W. (2021). A Study on college graduates’ employment problem in the context of big data based on the event of covid-19. 2021 4th International Conference on Big Data and Education, 88–91. https://doi.org/10.1145/3451400.3451414
Samanhudi, A. I. (2013). Pengaruh mindset terhadap resiliensi pada mahasiswa dengan latar belakang keluarga miskin. Universitas Indonesia. Naskah tidak dipublikasikan. Program Studi Psikologi, Universitas Indonesia
Sari, S. M. (2019). Peran optimisme dan grit terhadap efikasi diri dalam keputusan karier pada mahasiswa tingkat akhir. Naskah tidak dipublikasikan. Program Studi Magister Profesi Psikologi, Universitas Indonesia
Sedlacek, W. (2017). Measuring noncognitive variables: Improving admissions, success, and retention for underrepresented students. Stylus Publishing.
Sibarani, R. M., & Meilani, Y. F. C. P. (2019). Grit, self-regulated learning, self-determination theory and academic performance of generation-Z. Proceedings of the 2nd International Conference on Inclusive Business in the Changing World, 5–12. https://doi.org/10.5220/0008426900050012
Sussman, S., & Arnett, J. J. (2014). Emerging adulthood. Evaluation & the Health Professions, 37(2), 147–155. https://doi.org/10.1177/0163278714521812
Tang, X., Wang, M. Te, Guo, J., & Salmela-Aro, K. (2019). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of Youth and Adolescence, 48(5), 850–863. https://doi.org/10.1007/s10964-019-00998-0
Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293–311. https://doi.org/10.1007/s11409-014-9128-9
Yeager, D. S., Trzesniewski, K. H., & Dweck, C. S. (2013). An implicit theories of personality intervention reduces adolescent aggression in response to victimization and exclusion. Child Development, 84(3), 970–988. https://doi.org/10.1111/cdev.12003
Zhang, L., & Zhang, Y. (2021). The mediating effect of self-Regulation on the association between growth mindset about work and living a Calling among primary and secondary school teachers. Psychology Research and Behavior Management, Volume 14, 1675–1689. https://doi.org/10.2147/PRBM.S330961
Zheng, S., Wu, G., Zhao, J., & Chen, W. (2022). Impact of the COVID-19 epidemic anxiety on college students’ employment confidence and employment situation perception in China. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.980634
Zimmerman, B., & Schunk, D. (2011). Self-regulated learning and performance: An introduction and an overview. Routledge.
DOI: http://dx.doi.org/10.30872/psikostudia.v12i2.10523
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Psikostudia : Jurnal Psikologi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexing by :
_________________________________________
PSIKOSTUDIA: Jurnal Psikologi Published by Faculty of Social and Political Siences, University of Mulawarman, Samarinda, East Kalimantan and This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
_________________________________________
PSIKOSTUDIA: Jurnal Psikologi
Department of Psychology
Faculty of Social and Political Siences, University of Mulawarman
Jl. Muara Muntai Kampus Gn. Kelua Samarinda 75411
Phone: +62 813 35350368
E-Mail: psikostudia@fisip.unmul.ac.id