Investigation of The Relationship Between Academic Resiliency, Mindfulness and Academic Self-Efficiency of Students in SMP City of Surabaya
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Abstract
Academic resilience, mindfulness, and academic self-efficacy are topics of interest to psychologists, but little is known about the relationship between the three. The main aim of this study was to explore the role of mindfulness and academic self-efficacy in predicting academic resilience among junior high school students. This research design uses quantitative correlation. The subjects in this study were 710 junior high school students in Surabaya. The research instrument used the Freiburg Mindfulness Inventory questionnaire, the academic self-efficacy questionnaire and the Casidi academic resilience questionnaire. The data analysis technique uses multiple regression techniques. The results showed that there was a significant relationship between mindfulness and academic self-efficacy, r = 0.43. Both mindfulness and academic self-efficacy were found to be significant predictors of academic resilience, F (1.139) = 110.39, p<.000, and F (2.138) = 104.44, p<.000. Based on the results of the study it can be concluded that mindfulness and academic self-efficacy have a significant influence on the academic resilience of junior high school students.
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Puspitasari, Y., Darminto, E., & Tri Hariastuti, R. (2023). Investigation of The Relationship Between Academic Resiliency, Mindfulness and Academic Self-Efficiency of Students in SMP City of Surabaya. Nusantara of Research : Jurnal Hasil-Hasil Penelitian Universitas Nusantara PGRI Kediri, 10(4), 416-424. https://doi.org/10.29407/nor.v10i4.21048
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Bouffard-Bouchard, T., Parent, S., & Larivee, S. (2019). Influence of self-efficacy on self-regulation and performance among junior and senior high school aged student. International Journal of Behavioral Development, 14, 153–164.
Brown, A., Marquis, A., & Guiffrida, D. (2013). Mindfulness-based interventions in counseling. Journal of Counselling and Development, 91, 96-104.
Catalino, L. I., & Fredrickson, B. L. (2011). A Tuesday in the life of a flourisher: The role of positive emotional reactivity in optimal mental health. Emotion, 11, 938–950.
Chavers, D. J. (2013). Relationships between spirituality, religiosity, mindfulness, personality, and resilience. University of South Alabama.
Chiesa, A., & Malinowski, P. (2011). Mindfulness-based approaches: Are they all the same? . Journal of Clinical Psychology, 67, 404–424.
Combes-Malcome, L. A. (2019). Beginning teachers, resilience and retention. Texas State University.
Dotterer, A. M. , & L. K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649–1660.
Greason, P. B., & Cashwell. C. S. (2019). Mindfulness and counselling self-efficacy: The mediating role of attention and empathy. Counsellor Education and Supervision, 49, 2–19.
Hamill, S. K. (2013). Resilience and self-efficacy: The importance of efficacy beliefs and coping mechanisms in resilient adolescents. . Colgate University Journal of the Sciences , 35, 115-146.
Hanson, T. L. , & K. J.-O. (2017). Measuring resilience and youth development: The psychometric properties of the healthy kids survey (. National Center for Education Evaluation and Regional Assistance, Institute of Education, U.S. Department of Education.
Hudson, W. E. (2017). The relationship between academic self-efficacy and resilience to grades of students admitted under special criteria. The Florida State University.
Jha, A. P., Stanley, E. A., Kiyonaga, A., Wong, L., & Gelfand, L. (2010). Examining the protective effects of mindfulness training on working memory capacity and affective experience. Emotion, 10, 54-64.
Keng, S., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31, 1041–1056.
Kwon, K. I., & Jo, S. Y. (2012). The relationship among counselor experience level, empathic accuracy, and counseling outcome in the early phase of counselling. Educational Research, 13(4), 771–777.
Lightsey, O. R. (2016). Resilience, meaning, and well-being. The Counselling Psychologist, 34, 96–107.
Marchand, W. R. (2012). Mindfulness-based stress reduction, mindfulness-based cognitive therapy, and zen meditation for depression, anxiety, pain, and psychological distress. Journal of Psychiatric Practice, 18, 233–252.
Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring “everyday” and “classic” resilience in the face of academic adversity. School Psychology International, 34(5), 488–500.
Muwakhidah (2021). Keefektifan peer counseling untuk meningkatkan resiliensi remaja di pesantren bahrul ulum jombang. Nusantara of Research: Jurnal Hasil-Hasil Penelitian Universitas Nusantara PGRI Kediri, 8(1), 52-62
Pajares, F. (2010). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543–578.
Rutter, M. (2012). Resilience as a dynamic concept. Development and Psychopathology, 24(2), 335–344.
Ryff, C. D., & Singer, B. (2018). Flourishing under fire: Resilience as a prototype of challenged thriving (& J. H. In C. L. M. Keyes, Ed.). Positive psychology and the life well-lived.
Sagone, E., & De Caroli, M. E. (2014). A correlational study on dispositional resilience, psychological well-being, and coping strategies in university students. Merican Journal of Educational Research, 2(7), 463–471.
Speight, N. P. (2019). The relationship between self-efficacy, resilience and academic achievement among African American urban adolescents. Howard University.
Thomas, M. L. (2016). The contributing factors of change in a therapeutic process. Contemporary Family Therapy, 28(2), 201–210.
Thompson, R. W., Arnkoff, D. B., & Glass, C. R. (2011). Conceptualizing mindfulness and acceptance as components of psychological resilience to trauma. Trauma, Violence and Abuse, 12, 220–235.
Walach, H., Buchheld, N., Buttenmüller, V., Kleinknecht, N., & Schmidt, S. (2016). Measuring mindfulness—The Freiburg mindfulness inventory (FMI). Personality and Individual Differences, 40, 1543–1555