Growth mindset, instructors scaffolding, and self-regulated learning in distance learning during COVID-19 pandemic
Authors
-
Yudith Bernadette Ayu Putri
Faculty of Psychology, Universitas Indonesia, Indonesia
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Lucia R.M. Royanto
Faculty of Psychology, Universitas Indonesia, Indonesia
https://doi.org/10.24854/jpu167
Keywords:
distance learning, growth mindset, instructors' scaffolding, online learning, self-regulated learningAbstract
Distance learning has been regarded as an alternative learning method instead of the traditional face-to-face learning, especially during the COVID-19 pandemic. Distance learning accommodates a minimum amount of physical distance between students and teachers; hence, it is necessary for students to be competent in regulating themselves during their learning process. The purpose of this study is to examine the correlation between growth mindset and instructors’ scaffolding towards students' self-regulated learning, particularly during distance learning program where students–lecturer interaction is mediated through online channels. Participants were 387 undergraduate students from 10 Indonesian state universities. The result indicates that growth mindset and instructors’ scaffolding significantly explained 26% variance of students’ self-regulated learning, with instructors' scaffolding being a stronger determinant than students’ growth mindset. The study informs a potential strategy for lecturers to enhance student’s self-regulated learning by developing instructors’ scaffolding more than growth mindset during pandemic era.
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References
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Moore, M. G., & Kearsley, G. (2005) Distance education: A systems view of online learning. Wadsworth.
Mullen, G. E., & Tallent-Runnels, M. K. (2006). Student outcomes and perceptions of instructors demands and support in online and traditional classrooms. The Internet and Higher Education, 9(4), 257–266. https://doi.org/10.1016/j.iheduc.2006.08.005
Mrazek, A., Ihm, E., Molden, D., Mrazek, M., Zedelius, C., & Schooler, J. (2018). Expanding minds: Growth mindsets of self-regulated learning and the influences on effort and perseverance. Journal of Experimental Social Psychology, 79, 164-180. https://doi.org/10.1016/j.jesp.2018.07.003
Wong, J., Khalil, M., Baars, M., de Koning, B., & Paas, F. (2019). Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course. Computers & Education, 140, 103595.https://doi.org/10.1016/j.compedu.2019.103595
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Azevedo, R., Moos, D., Johnson, A., & Chauncey, A. (2010). Measuring cognitive and metacognitive regulatory processes during hypermedia learning: Issues and challenges. Educational Psychologist, 45(4), 210-223. https://doi.org/10.1080/00461520.2010.515934
Bedford, S. (2017). Growth mindset and motivation: A study into secondary school science learning. Research Papers In Education, 32(4), 424-443. https://doi.org/10.1080/02671522.2017.1318809
Bernecker, K., & Job, V. (2019). Mindset theory. Social Psychology In Action, 179-191. https://doi.org/10.1007/978-3-030-13788-5_12
Biro Kerja Sama dan Komunikasi Publik dan Direktorat Jenderal Kelembagaan Ilmu Pengetahuan, Teknologi, dan Pendidikan Tinggi Kemenristekdikti. (2019, Agustus 16). Menristekdikti umumkan klasterisasi perguruan tinggi Indonesia 2019, fokuskan hasil dari perguruan tinggi. https://www.ristekbrin.go.id/menristekdikti-umumkan-klasterisasi-perguruan-tinggi-indonesia-2019-fokuskan-hasil-dari-perguruan-tinggi/#:~:text=Pada%20tahun%202019%2C%20Kemenristekdikti%20mengeluarkan,terdiri%20dari%20Politeknik%20dan%20Akademi.
Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulated learning, and perceived learning of students? The Internet And Higher Education, 45, 1-35. https://doi.org/10.1016/j.iheduc.2019.100722
Cho, M., & Cho, Y. (2016). Online instructors’ use of scaffolding strategies to promote interactions: A scale development study. International Review of Research in Open and Distributed Learning, 17(6), 109-120.https://doi.org/10.19173/irrodl.v17i6.2816
Cho, M., & Jonassen, D. (2009). Development of the human interaction dimension of the Self?Regulated Learning Questionnaire in asynchronous online learning environments. Educational Psychology, 29(1), 117-138. https://doi.org/10.1080/01443410802516934
Cho, M., & Kim, B. (2013). Students' self-regulated learning for interaction with others in online learning environments. The Internet and Higher Education, 17, 69-75.https://doi.org/10.1016/j.iheduc.2012.11.001
Cho, M. H., & Summers, J. (2012). Factor validity of the motivated strategies for learning questionnaire (MSLQ) in asynchronous online learning environments (AOLE). Journal of Interactive Learning Research, 23(1), 5-28.
Dweck, C. (2017). Mindset (2nd ed.). Constable & Robinson Ltd.
Dweck, C., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological Inquiry, 6(4), 267-285. https://doi.org/10.1207/s15327965pli0604_1
Eom, S., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update*. Decision Sciences Journal of Innovative Education, 14(2), 185-215. https://doi.org/10.1111/dsji.12097
Field, A. (2013). Discovering statistics using IBM SPSS Statistics. Sage Publications.
Hendayana, Y., Atmaja, D., Handini, D., Hidayat, F., Herlina, N., Nurita, N., Sari R., Yunanto, D., Herlina, S., Fajri, M. S., Priandono, T. E., Larasati, C., Satria, G. E., Rouf, M. F., & Boediono, S. (2020). Buku pendidikan tinggi di masa pandemi COVID-19. Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan dan Kebudayaan RI. https://dikti.kemdikbud.go.id/wp-content/uploads/2020/11/Buku-3_Pengabdian-PT.pdf
Herlina, N. (2020). Strategi dan kebijakan Ditjen Dikti terhadap keberlanjutan pendidikan tinggi di Indonesia dalam hadapi pandemi Covid-19. https://dikti.kemdikbud.go.id/kabar-dikti/kabar/strategi-dan-kebijakan-ditjen-dikti-terhadap-keberlanjutan-pendidikan-tinggi-di-indonesia-dalam-hadapi-pandemi-covid-19/#
Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23(1), 1-13. https://doi.org/10.3402/rlt.v23.26507
Kizilcec, R., & Halawa, S. (2015). Attrition and achievement gaps in online learning. Proceedings of The Second (2015) ACM Conference On Learning @Scale- L@S '15. ACM Digital Library. https://doi.org/10.1145/2724660.2724680
Komite Penanganan COVID-19 dan Pemulihan Ekonomi Nasional. (2020, Agustus 8). Penyesuaian kebijakan pembelajaran di masa pandemi COVID-19 - guru dan siswa. https://covid19.go.id/p/guru-dan-siswa/penyesuaian-kebijakan-pembelajaran-di-masa-pandemi-covid-19.
Moore, M. G., & Kearsley, G. (2005) Distance education: A systems view of online learning. Wadsworth.
Mullen, G. E., & Tallent-Runnels, M. K. (2006). Student outcomes and perceptions of instructors demands and support in online and traditional classrooms. The Internet and Higher Education, 9(4), 257–266. https://doi.org/10.1016/j.iheduc.2006.08.005
Mrazek, A., Ihm, E., Molden, D., Mrazek, M., Zedelius, C., & Schooler, J. (2018). Expanding minds: Growth mindsets of self-regulated learning and the influences on effort and perseverance. Journal of Experimental Social Psychology, 79, 164-180. https://doi.org/10.1016/j.jesp.2018.07.003
Wong, J., Khalil, M., Baars, M., de Koning, B., & Paas, F. (2019). Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course. Computers & Education, 140, 103595.https://doi.org/10.1016/j.compedu.2019.103595
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
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Published
2021-03-25
How to Cite
Putri, Y. B. A., & Royanto, L. R. (2021). Growth mindset, instructors scaffolding, and self-regulated learning in distance learning during COVID-19 pandemic. Jurnal Psikologi Ulayat, 8(2), 290–304. https://doi.org/10.24854/jpu167
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