Published date: Feb 07 2024

Journal Title: KnE Social Sciences

Issue title: International Conference of Applied Psychology (ICAP-H)

Pages: 375–390

DOI: 10.18502/kss.v9i5.15189

Yudi SuharsonoFaculty of Psychology, University of Muhammadiyah, Malang, Indonesia

Siti Fatimahsiti_fatimah@umm.ac.idFaculty of Psychology, University of Muhammadiyah, Malang, Indonesia

This research investigates the effects of growth mindset and academic buoyancy on academic engagement and psychological well-being. The study involved 314 psychology students (220 females and 94 males) from a private university in Malang, Indonesia, who were selected through stratified random sampling. The research instruments utilized were the growth mindset inventory, academic buoyancy scales, Utrecht work engagement scale, and flourishing scale. Data were analyzed using structural equation modeling (SEM). The results reveal that a growth mindset significantly impacts academic engagement, psychological well-being, and academic buoyancy. Furthermore, academic buoyancy has a considerable influence on both academic engagement and psychological well-being. Importantly, academic buoyancy was identified as a significant mediator of the effects of growth mindset on academic engagement and psychological well-being. These findings have notable implications for the fields of psychology and education. However, future studies employing longitudinal or experimental approaches and incorporating diverse data sources are needed to further elucidate these relationships.

Keywords: academic buoyancy, engagement, growth mindset, psychological wellbeing 

[1] Tinto V. Through the eyes of students. Journal of College Student Retention: Research, Theory & Practice. 2017;19(3):254–269.

[2] Schaufeli WB, Martínez IM, Pinto AM, Salanova M, Bakker AB. Burnout and engagement in university students a cross-national study. Journal of Cross-Cultural Psychology. 2002;33(5):464–481.

[3] Diener E, Wirtz D, Tov W, Kim-Prieto C, Choi D won, Oishi S, et al. New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research. 2010;97(2):143–156.

[4] Datu JAD. Flourishing is associated with higher academic achievement and engagement in Filipino undergraduate and high school students. Journal of Happiness Studies. 2018;19(1):27–39.

[5] Ketonen EE, Malmberg LE, Salmela-Aro K, Muukkonen H, Tuominen H, Lonka K. The role of study engagement in university students’ daily experiences: A multilevel test of moderation. Learning and Individual Differences [Internet]. 2019;69(October):196– 205.

[6] Montano RLT. Academic engagement predicts flourishing among students in online learning setup: The mediating role of psychological needs. Journal of Psychological and Educational Research. 2021;29(1):177–194.

[7] Limeri LB, Carter NT, Choe J, Harper HG, Martin HR, Benton A, et al. Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change. International Journal of STEM Education. 2020;7(1).

[8] Yeager DS, Dweck CS. Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychology. 2012;47(4):302– 314.

[9] Dunn TJ, Kennedy M. Technology Enhanced Learning in higher education; Motivations, engagement and academic achievement. Computers & Education [Internet]. 2019;137(April):104–113.

[10] Kim MS, Park S. Growth of fixed mindset from elementary to middle school: Its relationship with trajectories of academic behavior engagement and academic achievement. Psychology in the Schools. 2021;58(11):2175–2188.

[11] Lee WSW, Man KYS. Associate degree students’ growth mindset, sense of wellbeing and academic engagement: An exploratory study. Paper presented at FSTE Conference: Emotional and Mental Wellbeing for Whole Person Development, Hong Kong, China. In Hongkong: The Education University of Hongkong; 2020.

[12] Zeng G, Hou H, Peng K. Effect of growth mindset on school engagement and psychological well-being of Chinese primary and middle school students: The mediating role of resilience. Frontiers in Psychology. 2016;7(Nov).

[13] Ortiz Alvarado NB, Rodríguez Ontiveros M, Ayala Gaytán EA. Do mindsets shape students’ well-being and performance? Journal of Psychology. 2019;153(8):843–859.

[14] Whittington RE, Rhind S, Loads D, Handel I. Exploring the link between mindset and psychological well-being among veterinary students. Journal of Veterinary Medical Education. 2017;44(1):134–140.

[15] Collie RJ, Ginns P, Martin AJ, Papworth B. Academic buoyancy mediates academic anxiety’s effects on learning strategies: An investigation of English- and Chinesespeaking Australian students. Educational Psychology. 2017;37(8):947–964.

[16] Martin AJ, Yu K, Ginns P, Papworth B. Young people’s academic buoyancy and adaptability: A cross-cultural comparison of China with North America and the United Kingdom. Educational Psychology. 2017;37(8):930–946.

[17] Datu JAD, Yuen M. Predictors and consequences of academic buoyancy: A review of literature with implications for educational psychological research and practice. Contemporary School Psychology. 2018;22(3):207–212.

[18] Javadi-Elmi L, Yarshir S, Laal-Avazpour N. Designing and validating a structural model for academic engagement based on personal, family, peer, and educational factors with the mediating role of academic buoyancy in university students. International Journal of Body, Mind and Culture. 2022;9(4):44–50.

[19] Bojnordi MA, Bakhtiarpour SA. Internal and external developmental assets and wellbeing: The Mediating Role of Academic Buoyancy. 2020;(August 2019).

[20] Hirvonen R, Putwain DW, Määttä S, Ahonen T, Kiuru N. The role of academic buoyancy and emotions in students’ learning-related expectations and behaviours in primary school. British Journal of Educational Psychology. 2020;90(4):948–963.

[21] Pratiwi M, Dwi Iswari R, Delaritas Nesvita M, Sabila Khairiyah U. Growth mindset and grit: Examining the academic buoyancy of college students implementing online lectures. 2023;12(1):70–80.

[22] Adianbojnordi, Bakhtiarpour S, Makvandi B, Ehteshamizadeh P. Can academic hope increase academic engagement in Iranian students who are university applicants? Investigating academic buoyancy as a mediator. Journal of Psychologists and Counsellors in Schools. 2020;(May):1–9.

[23] af Ursin P, Järvinen T, Pihlaja P. The role of academic buoyancy and social support in mediating associations between academic stress and school engagement inFinnish primary school children. Scandinavian Journal of Educational Research. 2021;65(4):661–675.

[24] Dweck CS. Mindset: The new psychology of success. New York, NY: Random Housetle; 2006.

[25] Martin AJ, Marsh HW. Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education. 2009;35(3):353–370.

[26] Schaufeli WB, Shimazu A, Hakanen J, Salanova M, De Witte H. An ultra-short measure for work engagement: The UWES-3 validation across five countries. European Journal of Psychological Assessment. 2019;35(4):577–591.

[27] Beaton DE, Bombardier C, Guillemin F, Ferraz MB. Guidelines for the process of cross-cultural adaptation of self-report measures. Spine. 2000;25(24):3186–3191.

[28] Babbie E. The practice of social research. 14th ed. Mason, OH: CENGAGE Learning Custom Publishing; 2014.

[29] Hair Jr J, Sarstedt M, Hopkins L, Kuppelwieser V. Partial least squares structural equation modeling (PLS-SEM). European Business Review. 2014;26(2):106–121.

[30] Burnette JL, Knouse LE, Vavra DT, O’Boyle E, Brooks MA. Growth mindsets and psychological distress: A meta-analysis. Clinical Psychology Review. 2020;77( January 2019):101816.

[31] Collie RJ, Martin AJ, Malmberg LE, Hall J, Ginns P. Academic buoyancy, student’s achievement, and the linking role of control: A cross-lagged analysis of high school students. British Journal of Educational Psychology. 2015;85(1):113–130.

[32] Datu JAD, Yang W. Psychometric validity and gender invariance of the academic buoyancy scale in the Philippines: A construct validation approach. Journal of Psychoeducational Assessment. 2018;36(3):278–283.