scholarly journals PERAN KEGIGIHAN DALAM HUBUNGAN GROWTH MINDSET DAN SCHOOL WELL-BEING SISWA SEKOLAH MENENGAH

2019 ◽  
Vol 4 (2) ◽  
pp. 133
Author(s):  
Fatin Rohmah Wahidah ◽  
Lucia R M Royanto
Keyword(s):  
High School Students ◽  
Well Being ◽  
Growth Mindset ◽  
School Students ◽  
Public And Private ◽  
Mediating Role ◽  
Central Java ◽  
The Relationship ◽  
Senior High School Students

This study investigates the relationship between school well-being, growth mindset, and grit. The subjects involved in this study are students from grade 12 in high public and private schools in Purbalingga, Central Java (n=418). The research method used is quantitative method with data collection through three questionnaires, i.e., School Well-Being Scale (32 items, α=0.853); Mindset Scale (20 items, α=0.804); and Grit Scale for Children and Adult (12 items, α=0.774). Results indicated a positive affact growth mindset on school well-being, a positive affact growth mindset on grit, and confirmed the mediating role of grit. It was concluded that the effect of growth mindset on school well-being of senior high school students in Purbalingga was mediated by grit. Growth mindset in students predicts higher school well-being through the enhancement of grit. Thus, giving intervention of growth mindset and grit can be carried out by school to improve students’s school well-being.Keywords: grit, growth mindset, high schools, school well-being Tujuan dari penelitian ini adalah untuk mengetahui hubungan school well-being, growth mindset, dan kegigihan. Partisipan yang terlibat adalah siswa kelas 12 sekolah menangah atas dari sekolah negeri dan sekolah swasta di daerah Purbalingga, Jawa Tengah (n=418). Metode penelitian yang digunakan adalah metode kuantitatif dengan pengumpulan data melalui tiga kuesioner, yaitu skala School Well-Being (32 aitem, α=0.853); skala Mindset (20 aitem, α=0.804); and Grit Scale for Children and Adult (12 aitem, α=0.774). Hasil penelitian menunjukkan adanya pengaruh positif growth mindset terhadap school well-being, pengaruh positif growth mindset terhadap kegigihan, dan kegigihan terkonfirmasi sebagai mediator. Dapat disimpulkan, pengaruh growth mindset terhadap school well-being pada siswa sekolah menengah di Purbalingga dimediasi oleh kegigihan. Growth mindset pada siswa memprediksi school well-being, melalui pengembangan kegigihan. Oleh karena itu, pemberian intervensi dengan menyasar growth mindset dan kegigihan disarankan dapat dilakukan sekolah untuk meningkatkan school well-being siswa.Kata kunci: growth mindset, kegigihan, school well-being, sekolah menengah atas 

Mother Phubbing and Adolescent Cyberbullying: The Mediating Role of Perceived Mother Acceptance and the Moderating Role of Emotional Stability

2020 ◽  
pp. 088626052098390
Author(s):  
Jiahui Qu ◽  
Li Lei ◽  
Xingchao Wang ◽  
Xiaochun Xie ◽  
Pengcheng Wang
Keyword(s):  
High School Students ◽  
Positive Association ◽  
Emotional Stability ◽  
School Students ◽  
Mediation Analyses ◽  
Mediating Role ◽  
Indirect Path ◽  
Underlying Mechanisms ◽  
The Relationship

Previous studies have found some risk factors of cyberbullying. However, little is known about how mother phubbing may influence adolescent cyberbullying, and the mediating and moderating mechanisms underlying this relationship. “Phubbing,” which is a portmanteau of “phone” and “subbing,” refers to snubbing other people and focus on smartphones in social interactions. This study examined whether mother phubbing, which refers to being phubbed by one’s mother, would be positively related to adolescent cyberbullying, whether perceived mother acceptance would mediate the relationship between mother phubbing and adolescent cyberbullying, and whether emotional stability would moderate the pathways between mother phubbing and adolescent cyberbullying. The sample consisted of 4,213 Chinese senior high school students (mean age 16.41 years, SD = 0.77, 53% were female). Participants completed measurements regarding mother phubbing, cyberbullying, perceived mother acceptance, and emotional stability. The results indicated that mother phubbing was positively related to cyberbullying, which was mediated by perceived mother acceptance. Further, moderated mediation analyses showed that emotional stability moderated the direct path between mother phubbing and cyberbullying and the indirect path between mother phubbing and perceived mother acceptance. This study highlighted the harmful impact of mother phubbing on adolescents by showing a positive association between mother phubbing and adolescent cyberbullying, as well as the underlying mechanisms between mother phubbing and adolescent cyberbullying.

Effect of Hope on Resilience in Adolescents: Social Support and Social Connectedness as Mediators

2021 ◽  
Vol 5 (2) ◽  
pp. 136-147
Author(s):  
İlhan Cicek
Keyword(s):  
Social Support ◽  
High School Students ◽  
Social Connectedness ◽  
School Students ◽  
Mediating Role ◽  
Resilience Scale ◽  
Significant Difference ◽  
Study Participants ◽  
The Relationship

The purpose of this study was to investigate the mediating role of social support and social connectedness between hope and resilience in adolescents. A total of 413 high school students (57.1% girls; M= 17.31, SD= 1.61) participated in the study. Participants completed the Children’s Hope Scale (CHS), Brief Resilience Scale (BRS), Brief Perceived Social Support Questionnaire (BPSSQ), and Social Connectedness Scale (SCS). The results showed that there was a positive significant correlation between social support, resilience, social connectedness, and hope. In addition, according to the gender variable, it is seen that the resilience and hope scores of the boys are significantly higher than the girls. On the other hand, no significant difference was found in social connectedness and social support in terms of gender. The results mediation analysis showed that hope significantly and positively predicted social connectedness, social support, and resilience. Also, social connectedness positively and significantly predicted social support, and social support was a significant predictor of resilience. Most importantly, social support and social connectedness acted as mediating roles in the relationship between hope and resilience. These results suggest that social connectedness and social support are two important sources in developing resilience. This has important implications for research and practice.

scholarly journals Stress and Students Mindset

2020 ◽  
Vol 8 (1) ◽  
pp. 117
Author(s):  
Jerald C. Moneva ◽  
Ana Marie Inting ◽  
Eugenia M. Solon
Keyword(s):  
High School ◽  
High School Students ◽  
Stress Level ◽  
Growth Mindset ◽  
Senior High School ◽  
School Students ◽  
Relationship Of ◽  
The Relationship ◽  
Senior High School Students

The purposes of the study were to investigate; firstly, the type of mindset did the students have either fixed or growth mindset; secondly, to examine the level of stress in relation to their academics; and thirdly, to know the relationship of mindset and students stress level. The data collected for this study has been gathered from all Senior High School students with a sample (n=245). The study used checklist-questionnaire composed of thirty five questions in examining students’ mindset, level of stress and its relationship. Results indicates that mindset of students doesn't have any relation to stress. Moreover, it has been found that most of the Senior High School students have growth mindset but neither of the two mindsets has to do with stress.

scholarly journals Academic Resilience and Engagement in High School Students: The Mediating Role of Perceived Teacher Emotional Support

2021 ◽  
Vol 11 (2) ◽  
pp. 334-344
Author(s):  
Luciano Romano ◽  
Giacomo Angelini ◽  
Piermarco Consiglio ◽  
Caterina Fiorilli
Keyword(s):  
High School ◽  
High School Students ◽  
Emotional Support ◽  
School Engagement ◽  
School Context ◽  
Well Being ◽  
Academic Resilience ◽  
School Students ◽  
Mediating Role

Academic resilience is the ability to overcome setbacks and chronic difficulties in the academic context. Previous studies have found that resilient students tend to be more engaged in school than their counterparts. Nevertheless, it seems worth deepening the role of contextual factors, such as teacher emotional support and how students perceive it, as it could contribute to foster the abovementioned relationship. The present study aimed to examine the links between academic resilience, perceived teacher emotional support, and school engagement. Moreover, the mediating role of perceived teacher emotional support was investigated. A sample of 205 Italian high school students (58.5% female), aged 14–19 years (M = 16.15, SD = 1.59), completed self-report questionnaires on academic resilience, perceived teacher emotional support, and school engagement. A structural equation model (SEM) was used to test the mediation hypothesis. The results showed that academic resilience was associated with perceived teacher emotional support, and both of them were related to school engagement. Furthermore, perceived teacher emotional support partially mediated the relationship between academic resilience and school engagement. Findings were discussed by underlining the importance of fostering personal and contextual resources in the school context to promote students’ well-being.

scholarly journals The Mediating Role of School Engagement in the Relationship between Attitude toward Learning and Academic Achievement

2019 ◽  
Vol 7 (2) ◽  
pp. 75
Author(s):  
M. Yüksel Erdoğdu
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
School Engagement ◽  
Bootstrap Method ◽  
Ordinary Least Squares ◽  
Least Squares Regression ◽  
School Students ◽  
Mediating Role ◽  
The Relationship

The aim of the present study was to investigate the mediating role of school engagement in the relationship between attitude toward learning and academic achievement. The study was carried out on 438 high school students. The Scale of Attitudes Toward Learning and the School Engagement Scale were applied to the participants, and students’ academic achievement scores were obtained from the school administration. In the study, the Pearson product-moment correlation coefficient and the ordinary least squares regression-based approach and Bootstrap method were used to determine the effects of the mediation model. According to the research findings, a relationship between attitude toward learning, academic achievement, and school engagement was found. It was determined that school engagement plays a partial mediating role in the relationship between attitude toward learning and academic achievement. The results revealed the importance of school engagement in improving students’ attitude toward learning and academic achievement, and it was recommended to discuss and interpret the results.

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