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Nurul Zikri Filina
Universitas Bina Bangsa Getsempena
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Dentistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Nursing Public Health Social Sciences Other

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The Influence of growth mindset and multiple intelligences on elementary students’ self-regulation Nurul Zikri Filina; Tria Marvida; Dian Erlita; Lindayani Lindayani; Putri Fakhrina Sari
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v6i1.31488

Abstract

This study examines the association between ALEXISTOTO growth mindset, multiple intelligences, and elementary school students’ self-regulation. Self-regulation is a key competency in elementary education, yet it is often treated as a technical learning skill rather than an integrated cognitive and behavioral capacity. Using a quantitative explanatory design, the study involved 239 fifth-grade students from elementary schools in Aceh. Data on growth mindset, multiple intelligences, and self-regulation were collected through structured questionnaires and analyzed using multiple regression analysis. The results show that growth mindset and multiple intelligences together account for a substantial proportion of variance in students’ self-regulation (R² = 0.673, p < 0.001). Growth mindset was the stronger predictor (β = 0.678, p < 0.001), while multiple intelligences also showed a smaller but statistically significant association (β = 0.155, p = 0.024). These findings indicate that students with higher growth mindset scores and more developed multiple intelligences tend to report higher levels of self-regulation. The study provides empirical evidence on the relative contribution of growth mindset and multiple intelligences to self-regulation among elementary students, without implying causal relationships. The findings may inform educational practices aimed at supporting students’ self-regulatory development.
Co-Authors Ade Eka Anggraini Ahmad Nasriadi Ajunda Akmaluddin Akmaluddin Desy Ravita Dian Erlita Dian Erlita Fitri, Aida Fitriansyah, Ota Helminsyah Helminsyah Lindayani Lindayani Lindayani Mardhatillah Mardhatillah Mardhatillah, Mardhatillah Musdiani Musdiani Norhazaruddin, Nurul Fatehah Binti Nurjannah Nurlina Nurlina Putri Fakhrina Sari Putri Fakhrina Sari Raudha Meutia Sahrapi, Peteri Telpi Siti Faizah Siti Mayang Sari Siti Mayang Sari Slamet Arifin Sri Rahayuningsih Syah Mohd Hadiid Thaariq Totok Bintoro Tria Marvida Tria Marvida Zahraini Zahraini