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Jumadi Mori Salam Tuasikal
Universitas Negeri Gorongtalo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Physics Public Health Social Sciences Other

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Peran Growth Mindset sebagai Prediktor Digital Well-Being pada Mahasiswa Fadhilah Ahmad Qaniah; Dwi Fitra Arreski; Jumadi Mori Salam Tuasikal; Muh Saldin; Moh Andre Sahputra
PEDAGOGIKA Vol 17 No 1 (2026): Vol 17 No 1 2026: April
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37411/pedagogika.v17i1.4768

Abstract

Studi ini bertujuan menguji peran growth mindset sebagai prediktor digital well-being pada mahasiswa yang aktif mengikuti proses belajar mengajar di perguruan tinggi di Indonesia. Digital well-being dipahami sebagai pengalaman subjektif keseimbangan optimal antara manfaat dan kerugian yang diperoleh dari konektivitas digital, sementara growth mindset adalah keyakinan bahwa kecerdasan dan kemampuan dapat dikembangkan melalui usaha dan strategi belajar. Penelitian menggunakan desain kuantitatif korelasional non-eksperimental dengan pendekatan cross-sectional, melibatkan 125 mahasiswa yang dipilih melalui teknik convenience sampling. Pengukuran growth mindset menggunakan Growth Mindset Scale (8 item) dari Sigmundsson dan Haga (2024), sedangkan digital well-being diukur dengan skala adaptasi Arslankara et al. (2022) yang mencakup dimensi responsible, satisfaction, dan wellness (12 item). Analisis dilakukan menggunakan korelasi Spearman dan regresi linear sederhana. Hasil uji korelasi menunjukkan hubungan positif yang signifikan antara growth mindset dan digital well-being (r = 0,459; p < 0,01), dengan korelasi terkuat pada dimensi satisfaction (r = 0,542; p < 0,01) dan dimensi responsible (r = 0,361; p < 0,01), sementara dimensi wellness tidak berkorelasi secara signifikan (r = 0,112; p > 0,05). Analisis regresi linear mengonfirmasi bahwa growth mindset memberikan kontribusi sebesar 28,3% (R² = 0,283; F = 30,771; p < 0,001) dalam memprediksi digital well-being. Temuan ini mengindikasikan bahwa keyakinan mahasiswa bahwa kemampuan mereka dapat berkembang berperan penting dalam mendorong pola penggunaan teknologi digital yang lebih sehat dan memuaskan. Implikasi penelitian menekankan urgensi integrasi pelatihan growth mindset ke dalam program literasi digital dan layanan bimbingan konseling di perguruan tinggi. Kata Kunci: growth mindset, digital well-being, mahasiswa aktif, kesejahteraan digital ABSTRACT This study aims to examine the role of growth mindset as a predictor of digital well-being among college students actively participating in the teaching and learning process at higher education institutions in Indonesia. Digital well-being is understood as the subjective experience of an optimal balance between the benefits and costs derived from digital connectivity, while growth mindset refers to the belief that intelligence and abilities can be developed through effort and appropriate learning strategies. This research employed a non-experimental quantitative correlational design with a cross-sectional approach, involving 125 students selected through convenience sampling. Growth mindset was measured using the Growth Mindset Scale (8 items) developed by Sigmundsson and Haga (2024), while digital well-being was assessed through an adapted scale from Arslankara et al. (2022) comprising the responsible, satisfaction, and wellness dimensions (12 items). Data were analyzed using Spearman's rank correlation and simple linear regression. The results revealed a significant positive correlation between growth mindset and digital well-being (r = 0.459; p < 0.01), with the strongest correlations observed in the satisfaction dimension (r = 0.542; p < 0.01) and the responsible dimension (r = 0.361; p < 0.01), whereas the wellness dimension showed no significant association (r = 0.112; p > 0.05). Linear regression analysis confirmed that growth mindset contributed 28.3% (R² = 0.283; F = 30.771; p < 0.001) to the prediction of digital well-being. These findings indicate that students' belief that their abilities can be developed plays an important role in fostering healthier and more satisfying patterns of digital technology use. The study's implications underscore the urgency of integrating growth mindset training into digital literacy programs and guidance and counseling services in higher education. Keywords: growth mindset, digital well-being, active college students, digital wellness
Co-Authors Abdul Kadir Husain Achmad S. Pahroji Sofyani Alhasni, Jahra Anggriyani Maitala Arifin Arifin Arwildayanto, Arwildayanto Bacolangi, Fitriani Candra Cuga Dede Miftah Fauzi Delviana Nusi Dony Darma Sagita Duma'ari, Margaret Dwi Fitra Arreski Hamidah, Aisyah Ummu Herman Nirwana Idris, Idriani Ilham Khairi Siregar Indra Zulfikar Malii Kasan, Irpan A. Korompot, Salim Lakdjo, Mohamad Awal Latif, Sri Ismiati Mahaly, Sawal Mamonto, Fitri Ajizah Mardia Bin Smith Maryam Rahim Moh Andre Sahputra Mohamad Awal Lakadjo Mohamad Rizal Pautina Mohamad Zubaidi Mudjiran Muh Saldin Muhammad Sarlin Nurul Maulida Alwi Nuzliah Nuzliah Permata Sari Putri, Sefni Rama Qaniah, Fadhilah Ahmad Rena Madina Rusnawati Ellis Ryan Hidayat Rafiola Sari, Permata Saromeng, Arya Pramudya Siti Wahyuni Hasan Sulkifly, Sulkifly Tuti Wantu Waode Eti Hardiyanti Wenny Hulukati Yutapratama, Nicki