Tren dan pergeseran aplikasi Structural Equation Model pada penelitian Growth Mindset
Abstract
Penelitian ini bertujuan mengkaji pemanfaatan Structural Equation Modeling (SEM) dalam studi tentang Growth Mindset. Metode yang digunakan adalah systematic literature review dengan sumber data berupa artikel jurnal dan prosiding dari Scopus dan Google Scholar, diperoleh menggunakan aplikasi Publish or Perish. Kriteria inklusi meliputi: terbit dalam lima tahun terakhir (2020–2024), berbahasa Inggris, dan memuat analisis SEM dengan topik growth mindset. Data dianalisis secara deskriptif dan isi, serta divisualisasikan menggunakan VOSviewer. Hasil menunjukkan bahwa SEM dalam penelitian growth mindset umumnya digunakan untuk memodelkan hubungan mediasi dan moderasi antara growth mindset dan faktor internal (seperti grit, motivasi) maupun eksternal (seperti dukungan sosial, iklim kelas), dengan fokus pada siswa dan capaian akademik sebagai variabel hasil. Tantangan utama mencakup kendala metodologis (ukuran sampel, validitas) dan konseptual (variasi definisi, keterbatasan interpretasi). Penelitian ini terbatas pada sumber data dan rentang waktu tertentu. Studi selanjutnya disarankan untuk memperluas cakupan sumber dan periode publikasi guna memperoleh tinjauan yang lebih komprehensif.
Trends and shifts in Structural Equation Modeling applications in growth mindset research
Abstract: This study aims to examine the application of Structural Equation Modeling (SEM) in research on growth mindset. A systematic literature review was employed, using journal articles and conference proceedings sourced from Scopus and Google Scholar via the Publish or Perish application. Inclusion criteria included: publications from the last five years (2020–2024), English-language articles, and explicit use of SEM in studies on growth mindset. Data were analyzed descriptively and through content analysis, with visualization using VOSviewer. The findings indicate that SEM is commonly used to model mediating and moderating relationships between growth mindset and internal factors (e.g., grit, motivation) as well as external factors (e.g., social support, classroom climate), particularly in educational contexts focusing on student academic achievement. Methodological challenges include sample size and validity issues, while conceptual challenges relate to definitional variation and limitations in interpretation. This study is limited to specific data sources and a restricted publication range. Future research is recommended to broaden data sources (e.g., adding Web of Science, ERIC, or ProQuest) and extend the publication period to provide a more comprehensive literature review.
Keywords
Full Text:
Fulltext PDFReferences
Bardach, L., Bostwick, K. C. P., Fütterer, T., Kopatz, M., Hobbi, D. M., Klassen, R. M., & Pietschnig, J. (2024). A meta-analysis on teachers’ growth mindset. In Educational Psychology Review, 36(3). Springer US. https://doi.org/10.1007/s10648-024-09925-7
Burnette, J. L., Billingsley, J., Banks, G. C., Knouse, L. E., Hoyt, C. L., Pollack, J. M., & Simon, S. (2022). A systematic review and meta-analysis of growth mindset interventions: For whom, how, and why might such interventions work? In Psychological Bulletin, 149(3–4). https://doi.org/10.1037/bul0000368
Chen, S., Ding, Y., & Liu, X. (2023). Development of the growth mindset scale: evidence of structural validity, measurement model, direct and indirect effects in Chinese samples. Current Psychology, 42(3), 1712–1726. https://doi.org/10.1007/s12144-021-01532-x
Claro, S., & Loeb, S. (2024). Students with growth mindset learn more in school: Evidence from California’s CORE School Districts. Educational Researcher, 53(7), 389-402. https://doi.org/10.3102/0013189X241242393
Combette, L. T., Rotgé, J. Y., Darnon, C., & Schmidt, L. (2023). Delivering mindset interventions to teachers as an efficient way to leverage the impact of mindset interventions. Social Psychology of Education, 2093–2109. https://doi.org/10.1007/s11218-023-09870-3
Dong, L., Jia, X., & Fei, Y. (2023). How growth mindset influences mathematics achievements: A study of Chinese middle school students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1148754
Fu, Y., Wen, Z., & Wang, Y. (2022). A comparison of reliability estimation based on confirmatory factor analysis and exploratory structural equation models. Educational and Psychological Measurement, 82(2), 205–224. https://doi.org/10.1177/00131644211008953
Gál, É., Tóth-Király, I., & Orosz, G. (2022). Fixed intelligence mindset, self-esteem, and failure-related negative emotions: A cross-cultural mediation model. Frontiers in Psychology, 13(May), 1–8. https://doi.org/10.3389/fpsyg.2022.852638
Ginting, D. B. (2009). Structural Equation Model (SEM). Media Informatika, 8(3), 121–134. https://doi.org/10.3109/9781439822463.209
Hair, J.F., Hult, G.T.M., Ringle, C.M., Sarstedt, M., Danks, N.P., Ray, S. (2021). Evaluation of formative measurement models. In: Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. https://doi.org/10.1007/978-3-030-80519-7_5
Hecht, C. A., Yeager, D. S., Dweck, C. S., & Murphy, M. C. (2021). Beliefs, affordances, and adolescent development: Lessons from a decade of growth mindset interventions. Advances in Child Development and Behavior, 61, 169–197. https://doi.org/10.1016/bs.acdb.2021.04.004
Hu, J., & Zhang, Y. (2024). Growth mindset mediates perceptions of teachers' and parents' process feedback in digital reading performance: Evidence from 32 OECD countries. Learning and Instruction, 90, 101874. https://doi.org/10.1016/j.learninstruc.2024.101874
In’Nami, Y., & Koizumi, R. (2013). Application of structural equation modeling in educational research and practice (pp. 23–24).
Iyer, P., Nikolov, A. N., Stewart, G. T., Srivastava, R. V., & Tang, T. (2024). Does B2B salespeople’s love of money attitude mediate the relationships between a growth mindset, a fixed mindset, grit, and job performance? Journal of Business and Industrial Marketing. https://doi.org/10.1108/JBIM-02-2023-0069
Jiang, Y., Liu, H., Yao, Y., Li, Q., & Li, Y. (2023). The positive effects of growth mindset on students’ intention toward self-regulated learning during the COVID-19 pandemic: A PLS-SEM Approach. Sustainability (Switzerland), 15(3). https://doi.org/10.3390/su15032180
Kapasi, A., & Pei, J. (2022). Mindset theory and school psychology. Canadian Journal of School Psychology, 37(1), 57–74. https://doi.org/10.1177/08295735211053961
Keele, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Technical Report, Ver. 2.3 EBSE Technical Report. EBSE.
Khunaprom, T., & Chansirisira, P. (2023). Components and indicators framework of the growth mindset for enhancing learning management of teachers in the primary schools under the office of the Basic Education Commission. Journal of Education and Learning, 12(4), 92. https://doi.org/10.5539/jel.v12n4p92
Kim, K. T. (2020a). A Structural relationship among growth mindset, academic grit, and academic burnout as perceived by Korean high school students. Universal Journal of Educational Research, 8(9), 4009–4018. https://doi.org/10.13189/ujer.2020.080926
Kim, K. T. (2020b). A structural relationship among growth mindset, academic grit, and academic burnout as perceived by Korean high school students. Universal Journal of Educational Research, 8(9), 4009-4018. https://doi.org/10.13189/ujer.2020.080926
Kitchenham, B. A. (2004). Procedures for performing systematic reviews. Software Engineering Group Department of Computer Science Keele University Keele, 240–243. https://doi.org/10.1145/3328905.3332505
Kitchenham, B. A., Mendes, E., & Travassos, G. H. (2007). Cross versus within-company cost estimation studies: A systematic review. IEEE Transactions on Software Engineering, 33(5), 316–329. https://doi.org/10.1109/TSE.2007.1001
Kırmızı, Ö., Irgatoğlu, A., & Atalmış, E. H. (2023). Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners. SAGE Open, 13(4), 1–13. https://doi.org/10.1177/21582440231208997
Kline, R. B., & Little, T. D. (2016). Principles and practice of structural equation modeling. In Canadian Graduate Journal of Sociology and Criminology, 1(1). The Guilford Press. https://doi.org/10.15353/cgjsc-rcessc.v1i1.25
Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.
Krippendorff, K. (2019). Content analysis: An introduction to its methodology. Sage publications.
Krippendorff, K. (2004). Content analysis: An Introduction to Its methodology. In S. P. Inc. (Ed.), Physical Review B (Second Edi, Vol. 31, Issue 6). https://doi.org/10.1103/PhysRevB.31.3460
Kusnendi, & Ciptagustia, A. (2023). Analisis model pengukuran dan struktural dalam penelitian manajemen dan bisnis. UPI Press.
Lame, G. (2019). Systematic literature reviews: An introduction. In Proceedings of the design society: international conference on engineering design, 1(1), 1633-1642. Cambridge University Press. https://doi.org/10.1017/dsi.2019.169
Lim, Y. W., Darmesah, G., Pang, N. T. P., & Ho, C. M. (2023). A bibliometric analysis of the structural equation modeling in mathematics education. Eurasia Journal of Mathematics, Science and Technology Education, 19(12). https://doi.org/10.29333/ejmste/13838
Liu, L., Fathi, J., Allahveysi, S. P., & Kamran, K. (2023). A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers. Frontiers in Psychology, 14, 1–12. https://doi.org/10.3389/fpsyg.2023.1137357
Ma, C., Ma, Y., & Lan, X. (2020). A structural equation model of perceived autonomy support and growth mindset in undergraduate students: The mediating role of sense of coherence. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02055
Muthukrishnan, P., Fung Lan, L., Anandhan, H., & Swamy D, P. (2024). The role of growth mindset on the relationships between students’ perceptions of English Language Teachers’ feedback and their ESL learning performance. Education Sciences, 14(10). https://doi.org/10.3390/educsci14101073
Panchenko, L. F., & Velychko, V. Y. (2022). Structural equation modeling in educational research: a case-study for PhD training. In Proceedings of the 1st Symposium on Advances in Educational Technology, 1, 300-307. https://doi.org/10.5220/0010923900003364
Passas, I. (2024). Bibliometric analysis: The main steps. Encyclopedia, 4(2), 1014–1025. https://doi.org/10.3390/encyclopedia4020065
R., B., & Talwar, P. (2023). Grit and self-efficacy on growth mindset - A review-based analysis. International Journal of Management, Technology, and Social Sciences, 8(1), 37–52. https://doi.org/10.47992//ijmts.2581.6012.0254
Rhew, E., Piro, J. S., Goolkasian, P., & Cosentino, P. (2018). The effects of a growth mindset on self-efficacy and motivation. Cogent Education, 5(1), 1–16. https://doi.org/10.1080/2331186X.2018.1492337
Segar, T. N., Effendi, M., & Matore, E. M. (2024). SCORE model analysis: Why most people will never succeed with GRIT? International Journal of Academic Reserach in Economics and Management Sciences, 13(3). https://doi.org/10.6007/IJAREMS/v13-i3/22736
Setiawan, R., Indradewi, R. S., & Zainul, R. (2024). Development of growth mindset in higher education in support of the World-Class University. International Journal of Evaluation and Research in Education, 13(6), 3806–3817. https://doi.org/10.11591/ijere.v13i6.30145
Sigmundsson, H., & Haga, M. (2024). Passion and grit in individuals with high levels of growth mindset are different than in individuals who have low growth mindset. Acta Psychologica, 250, 104480. https://doi.org/10.1016/j.actpsy.2024.104480
Singha, R. (2024). The importance of Structural Equation Modeling (SEM) in modern research. https://doi.org/10.13140/RG.2.2.28848.57608.
Stein, C. M., Morris, N. J., & Nock, N. L. (2012). Methods in molecular biology, 850, 495–512). https://doi.org/10.1007/978-1-61779-555-8
Subhaktiyasa, P. G. (2024). PLS-SEM for multivariate analysis: A practical guide to educational research using SmartPLS. 4(3).
Sugiarti, Prihatini, A., Sari, A. P., & Zamahsari, G. K. (2024). Developing a growth mindset in education: a bibliometric analysis and its challenge during pandemic. International Journal of Evaluation and Research in Education, 13(3), 1455–1464. https://doi.org/10.11591/ijere.v13i3.26940
Tabachnick, B. G. (2008). Multivariate statistics. In Encyclopedia of Cancer. https://doi.org/10.1007/978-3-540-47648-1_3905
Teng, M. F., Mizumoto, A., & Takeuchi, O. (2024). Understanding growth mindset, self-regulated vocabulary learning, and vocabulary knowledge. System, 122, 103255. https://doi.org/10.1016/j.system.2024.103255
van Hoeve, M., Doorman, M., & Veldhuis, M. (2023). Fostering a growth mindset in secondary mathematics classrooms in the Netherlands. Research in Mathematics Education, 0(0), 1–22. https://doi.org/10.1080/14794802.2023.2241433
Vestad, L., & Bru, E. (2023). Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school. Social Psychology of Education, 27(4), 1431–1454. https://doi.org/10.1007/s11218-023-09859-y
Wahono, R. (2016). Systematic literature review: Romi Satria Wahono.
Xu, X., Zhang, Q., Sun, J., & Wei, Y. (2022). A bibliometric review on latent topics and research trends in the growth mindset literature for mathematics education. Frontiers in Psychology, 13, 1–15. https://doi.org/10.3389/fpsyg.2022.1039761
Yeager, D. S., Hulleman, C. S., Hinojosa, C., Lee, H. Y., O’Brien, J., Romero, C., Paunesku, D., Schneider, B., Flint, K., Roberts, A., Trott, J., Greene, D., Walton, G. M., & Dweck, C. S. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374–391. https://doi.org/10.1037/edu0000098
Yilmaz, E. (2022). Development of mindset theory scale (growth and fixed mindset): A validity and reliability study (Turkish Version). Research on Education and Psychology, 6(Special Issue), 1–26. https://doi.org/10.54535/rep.1054235
Yu, J., Kreijkes, P., & Salmela-Aro, K. (2022). Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate. Learning and Instruction, 80. https://doi.org/10.1016/j.learninstruc.2022.101616
Zhao, H., Li, Y., Wan, L., & Li, K. (2023). Grit and academic self-efficacy as serial mediation in the relationship between growth mindset and academic delay of gratification: A cross-sectional study. Psychology Research and Behavior Management, 16(August), 3185–3198. https://doi.org/10.2147/PRBM.S421544
Refbacks
- There are currently no refbacks.
