Peran Mediasi Growth Mindset dalam Hubungan antara Perceived Instructional  Support dan Academic Engagement Siswa

Charoline Xessa; Fransisca Iriani Roesmala Dewi; Riana Sahrani

doi:10.71094/vkj.v4i1.283

Authors

Charoline Xessa Program Studi Sains, Universitas Tarumanagara, Indonesia
Fransisca Iriani Roesmala Dewi Program Studi Sains, Universitas Tarumanagara, Indonesia
Riana Sahrani Program Studi Sains, Universitas Tarumanagara, Indonesia

DOI:

https://doi.org/10.71094/vkj.v4i1.283

Keywords:

Perceived instructional support, Growth mindset, Academic engagement, Teacher-student interaction, Social cognitive

Abstract

PISA low scores in reading, mathematics, and science skills among Indonesian students demonstrate the need for an academic evaluation system as well as student and teacher contribution. This student contribution, also known as academic engagement, is a student involvement in learning and the social environment, which can be seen from behavioral, emotional, and cognitive dimensions. Previous study based in social cognitive theory explained the importance of environment, personal, and behavioral factors in learning process. Current study proposed a similar framework by including perceived instructional support (environment), growth mindset (personal), and academic engagement (behavioral). The study aims to determine the mediating role of growth mindset in the relationship between perceived instructional support and academic engagement of students at Public Senior High School in Palangka Raya. Data collection on participants conducted through non-probability convenience sampling. Participants are students around 16-18 years old with a total of 335 students from 11th and 12th grade. The variables were measured using the adaptation of the CLASS (Classroom Assessment Scoring System) S-Manual, Theories of Intelligence Scale, and School Engagement. The results indicate mediating role of growth mindset in the relationship between perceived instructional support and academic engagement, and direct relationship between all variables. It is suggested to conduct more research in a different school level and city, and explore other unexplained factors that might influence perceived instructional support, growth mindset, and academic engagement.

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