Growth mindset, instructors scaffolding, and self-regulated learning in distance learning during COVID-19 pandemic


  • Yudith Bernadette Ayu Putri Faculty of Psychology, Universitas Indonesia, Indonesia
  • Lucia R.M. Royanto Faculty of Psychology, Universitas Indonesia, Indonesia


distance learning, growth mindset, instructors' scaffolding, online learning, self-regulated learning


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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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.



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