Abstract
This study aimed to examine the relationship between mindset and academic achievement. Data of mindset collected through a survey adopted, adapted, and translated. While data on academic achievement was collected from the study report of students. This research sampled 41 pre-service teachers in their final year. Data were statistically analyzed by using the correlation test of Pearson. The results show that first, growth mindset with some fixed mindset dominated Elementary school pre-service teachers with 82%. Second, pre-service teachers had superb academic achievement. More than half of the academic achievement is categorized into cumlaude. Third, the relationship between mindset and academic achievement is very low / very weak. This means that the mindset does not correlate to the academic achievement of pre-service teachers.
Highlights
Academic achievement is not the most influential factor in students’ success after graduating, it shows how they do during their studies
Research survey is research used to find out the picture of characteristics, beliefs, and opinions about an object or behavior (Sugiyono, 2014) The subject of this study was a student of semester 8, class of 2017, PGSD study program of Esa Unggul University, which amounted to 51 students determination of the subject of this research is because the 8th-semester students have participated in Field Experience Practice (PPL) activities
The results show that the majority of pre-service elementary school teachers have a Growth Mindset with Some Fixed Mindset Ideas
Summary
Academic achievement is not the most influential factor in students’ success after graduating, it shows how they do during their studies. The grades they earn could show how well they studied. A growth mindset is a mindset that believes that intellectuals can be developed, while a fixed mindset is a mindset that believes that intellectuals are fixed (Dweck, 2015). This means that a growth mindset is related to effort. The growth mindset used in learning approaches will help students progress to challenges and obstacles in learning (Dweck, 2015)
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