HUBUNGAN GROWTH MINDSET DENGAN GOAL SETTING PADA MAHASISWA DIMEDIATORI OLEH ATRIBUSI CONTROLLABILITY

Laeli, Ahyuni Wulandari (2025) HUBUNGAN GROWTH MINDSET DENGAN GOAL SETTING PADA MAHASISWA DIMEDIATORI OLEH ATRIBUSI CONTROLLABILITY. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Hubungan Growth Mindset Dengan Goal Setting Pada Mahasiswa Dimediatori Oleh Atribusi Controllability Oleh : Laeli Ahyuni Wulandari Hubungan antara growth mindset dan goal setting berperan penting dalam menentukan arah dan strategi mahasiswa tingkat akhir dalam menyelesaikan skripsi mereka, terutama ketika dihadapkan pada tekanan akademik dan emosional. Atribusi controllability menjadi faktor mediasi yang mempengaruhi bagaimana mahasiswa memaknai usaha dan hasil yang mereka capai. Penelitian ini bertujuan untuk mengetahui hubungan antara growth mindset dan atribusi controllability terhadap goal setting mahasiswa, serta melihat peran mediasi dari atribusi controllability dalam hubungan tersebut. Populasi dalam penelitian ini adalah mahasiswa tingkat akhir yang sedang mengerjakan skripsi dan berkuliah di berbagai universitas di Provinsi Lampung dan Pulau Jawa. Sampel sebanyak 302 mahasiswa dipilih menggunakan teknik purposive sampling berdasarkan kriteria: mahasiswa tingkat akhir yang sedang menyusun skripsi. Pengumpulan data dilakukan menggunakan tiga skala: Skala Goal setting (31 aitem, α = 0,895), Skala Growth Mindset (24 aitem, α = 0,829), dan Skala Atribusi Controllability (30 aitem, α = 0,853). Teknik analisis data menggunakan regresi linier berganda dan analisis mediasi dengan bantuan program SPSS 25 dan model proses Hayes. Hasil analisis menunjukkan adanya hubungan yang signifikan antara growth mindset dan atribusi controllability dengan goal setting (R = 0.564, R² = 0.318, F = 69.615, p < 0.001). Secara parsial, growth mindset berhubungan positif dengan goal setting (r = 0.350, p < 0.001), dan atribusi controllability juga berhubungan positif (r = 0.464, p < 0.001). Selain itu, ditemukan bahwa atribusi controllability memediasi secara parsial hubungan antara growth mindset dan goal setting (efek tidak langsung = 0.121, p < 0.05). Hal ini menunjukkan bahwa semakin tinggi growth mindset dan kemampuan mengendalikan atribusi, maka semakin tinggi pula kemampuan mahasiswa dalam menetapkan tujuan akademik mereka. Kata kunci: atribusi controllability, growth mindset, mahasiswa, mediasi, goal setting. ii ABSTRACT Growth Mindset and Goal Setting in University Students: The Mediating Role of Attribution Controllability By : Laeli Ahyuni Wulandari The relationship between growth mindset and goal setting plays a crucial role in shaping the direction and strategies of final-year students in completing their undergraduate theses, particularly when faced with academic and emotional pressures. Attribution controllability functions as a mediating factor influencing how students interpret their efforts and the outcomes they achieve. This study aims to examine the relationship between growth mindset and attribution controllability on students’ goal-setting behaviors, as well as to analyze the mediating role of attribution controllability in this relationship. The population consisted of final-year students currently working on their theses at various universities in Lampung Province and Java. A total of 302 students were selected using purposive sampling based on the criteria of actively working on their thesis. Data were collected using three instruments: the Goal-Setting Scale (31 items, α = 0.895), the Growth Mindset Scale (24 items, α = 0.829), and the Attribution Controllability Scale (30 items, α = 0.853). Data analysis employed multiple linear regression and mediation analysis using SPSS 25 and Hayes’ PROCESS model. The results indicate a significant relationship between growth mindset, attribution controllability, and goal setting (R = 0.564, R² = 0.318, F = 69.615, p < 0.001). Partially, growth mindset correlates positively with goal setting (r = 0.350, p < 0.001), and attribution controllability also shows a positive correlation (r = 0.464, p < 0.001). Furthermore, attribution controllability was found to partially mediate the relationship between growth mindset and goal setting (indirect effect = 0.121, p < 0.05). These findings suggest that higher levels of growth mindset and attributional control enhance students’ ability to formulate and pursue academic goals effectively. Keywords: atribution controllability, growth mindset,goal setting.

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