The Influence of growth mindset and multiple intelligences on elementary students’ self-regulation

Nurul Zikri Filina; Tria Marvida; Dian Erlita; Lindayani Lindayani; Putri Fakhrina Sari

doi:10.21580/jieed.v6i1.31488

pdf

Published: Mar 31, 2026

DOI: https://doi.org/10.21580/jieed.v6i1.31488

Keywords:

Growth Mindset, Habits Training, Multiple Intelligences, Self-Regulation

Nurul Zikri Filina

Universitas Bina Bangsa Getsempena, Indonesia

Tria Marvida

Universitas Islam Negeri Walisongo Semarang, Indonesia

Dian Erlita

Universitas Cipta Mandiri, Indonesia

Lindayani

Universitas Cipta Mandiri, Indonesia

Putri Fakhrina Sari

Universitas Bina Bangsa Getsempena, Indonesia

Abstract

This study examines the association between growth mindset, multiple intelligences, and elementary school students’ self-regulation. Self-regulation is a key competency in elementary education, yet it is often treated as a technical learning skill rather than an integrated cognitive and behavioral capacity. Using a quantitative explanatory design, the study involved 239 fifth-grade students from elementary schools in Aceh. Data on growth mindset, multiple intelligences, and self-regulation were collected through structured questionnaires and analyzed using multiple regression analysis. The results show that growth mindset and multiple intelligences together account for a substantial proportion of variance in students’ self-regulation (R² = 0.673, p < 0.001). Growth mindset was the stronger predictor (β = 0.678, p < 0.001), while multiple intelligences also showed a smaller but statistically significant association (β = 0.155, p = 0.024). These findings indicate that students with higher growth mindset scores and more developed multiple intelligences tend to report higher levels of self-regulation. The study provides empirical evidence on the relative contribution of growth mindset and multiple intelligences to self-regulation among elementary students, without implying causal relationships. The findings may inform educational practices aimed at supporting students’ self-regulatory development.

Downloads

Download data is not yet available.

How to Cite

Filina, N. Z., Marvida, T., Erlita, D., Lindayani, L., & Sari, P. F. (2026). The Influence of growth mindset and multiple intelligences on elementary students’ self-regulation. Journal of Integrated Elementary Education, 6(1), 274–288. https://doi.org/10.21580/jieed.v6i1.31488

Issue

Vol. 6 No. 1 (2026)

Section

Articles

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish in this journal retain full copyright and can publish their work under a Creative Commons Attribution-ShareAlike 4.0 International License, which allows others to share and adapt the work with proper attribution to the authors and a link to the license. Authors may also enter into separate, non-exclusive distribution agreements, such as posting to institutional repositories or publishing in books, with acknowledgment of the original publication. Additionally, authors are encouraged to share their work online to increase citations. The journal allows third parties to share and adapt the work with appropriate credit, a link to the license, and an indication of changes made. For more information on Open Access, see The Effect of Open Access.

References

Albaloul, O., Kulinna, P. H., & Teatro, C. (2026). How Growth Mindset Can Help Us Improve Physical Education. Journal of Physical Education, Recreation & Dance, 97(2), 39–47. https://doi.org/10.1080/07303084.2025.2552701

Assingkily, M. S., Wulandari, Y., & Hasri, K. S. (2025). Multiple Intelligence-Based Strategies for Civic Learning in Primary Schools. Cendekiawan: Jurnal Pendidikan Dan Studi Keislaman, 4(3), 794–813. https://doi.org/10.61253/cendekiawan.v4i3.402

Avcı, S., Özgenel, M., & Avcu, A. (2025). Teacher involvement and self-regulation in homework: impact on secondary school students’ homework behavior. Metacognition and Learning, 20(1), 27. https://doi.org/10.1007/s11409-025-09431-3

Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: student-centered strategies for academic and personal growth. Frontiers in Education, 10, 1518602. https://doi.org/10.3389/feduc.2025.1518602

Chen, L. (2026). Examining the role of emotional regulation in vocational education: effects on academic performance, self-motivation, and learning satisfaction. International Journal of Inclusive Education, 1–35. https://doi.org/10.1080/13603116.2026.2615728

Cheng, S., Lin, C., Wei, D., & Chen, Y. (2026). A longitudinal psychological model of writing development: interactions among self-efficacy, regulation, and anxiety. Frontiers in Psychology, 17, 1757045. https://doi.org/10.3389/fpsyg.2026.1757045

Clifton, M., Millsap, M., Cook, B. I., & Taff, S. D. (2025). Growth mindset: Facilitating resilience and self-efficacy in learners. In Routledge Companion to Occupational Therapy (pp. 685–697). Routledge. https://doi.org/10.4324/9781003526766-55

Cuche, C., & Grégoire, J. (2025). Beyond intelligence: The role of self-perceptions and self-regulated learning in the academic success of gifted students. L’Année Psychologique, 125(2), 17–47. https://psycnet.apa.org/record/2026-55597-001

Dermitzaki, I. (2025). Fostering elementary school students’ self-regulation skills in reading comprehension: Effects on text comprehension, strategy use, and self-efficacy. Behavioral Sciences, 15(2), 101. https://doi.org/10.3390/bs15020101

Dev, S., Varghese, M. G., & Rafique, S. (2025). The Effect of a Classroom-Based Emotional Intelligence Intervention on Students’ Self-Regulation and Academic Engagement: A Randomized Controlled Trial. Journal of Social Studies Education Research, 16(4), 169–200. https://jsser.org/index.php/jsser/article/view/6803/758

Dorgnier, R., Mazerolle, M., Maquestiaux, F., & Picard, L. (2025). Enhancing primary school learning through growth-mindset and memory-strategy interventions. The Journal of Educational Research, 118(1), 37–50. https://doi.org/10.1080/00220671.2024.2431695

Efthymiadou, E., Gonida, E. N., & Kiosseoglou, G. (2025). Academic Possible Selves, Motivational Beliefs, and Self-Regulation Among Adolescents Attending General and Vocational Schools: Does the Type of School Matter? Behavioral Sciences, 15(2), 158. https://doi.org/10.3390/bs15020158

Filina, N. Z., Erlita, D., Lindayani, & Sari, P. F. (2025). Desain Program Pembelajaran Berbasis Multiple Intelligences (Talent Focus) Untuk Optimalisasi Kecerdasan Dan Keterampilan Siswa Sekolah Dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar, 10(04), 2548–6950. https://journal.unpas.ac.id/index.php/pendas/article/view/35820

Gavarkovs, A., Miller, E., Coleman, J., Gunasegaran, T., Kusurkar, R. A., Kulasegaram, K., Anderson, M., & Brydges, R. (2025). Motivation theories and constructs in experimental studies of online instruction: Systematic review and directed content analysis. JMIR Medical Education, 11(1), e64179. https://doi.org/10.2196/64179

He, G. (2025). Predicting learner autonomy through AI-supported self-regulated learning: A social cognitive theory approach. Learning and Motivation, 92, 102195. https://doi.org/10.1016/j.lmot.2025.102195

Hussey, I., Alsalti, T., Bosco, F., Elson, M., & Arslan, R. (2025). An aberrant abundance of Cronbach’s alpha values at. 70. Advances in Methods and Practices in Psychological Science, 8(1). https://doi.org/10.1177/25152459241287123

Junaštíková, J. (2024). Self-regulation of learning in the context of modern technology: A review of empirical studies. Interactive Technology and Smart Education, 21(2), 270–291. https://doi.org/10.1108/ITSE-02-2023-0030

Karagülmez Sağlam, Ç., & Doğan, E. (2025). Multiple intelligence profiles of physical education teacher candidates. Frontiers in Psychology, 16, 1459051. https://doi.org/10.3389/fpsyg.2025.1459051

Kong, S., Qiu, L., Su, Y., Zhang, Y., & Sun, K. (2025). Mindfulness, cognitive load, and performance: examining the interplay of stress and self-regulation in physical education. BMC Psychology, 13(1), 518. https://doi.org/10.1186/s40359-025-02794-x

Li, X., AlWadi, B. M., Ahmad, A., Dukhaykh, S., & Khan, I. (2025). Igniting success: how growth mindset fuels academic achievement through self-belief and strategic effort. BMC Nursing. https://doi.org/10.1186/s12912-025-04237-9

Luciano, L. O. (2025). The Future Of Education: Leading For Student-Centered Learning. https://www.researchgate.net/publication/392082621_The_Future_Of_Education_Leading_For_Student-Centered_Learning

Metu, C. A., Marbán, J. M., & Espina, E. (2025). Growth Mindset and Mathematics: A Bibliometric Analysis. Journal of Research and Advances in Mathematics Education, 10(1), 1–14. https://doi.org/10.23917/jramathedu.v10i1.6482

Mostafa, S. A., Smith, K., Nelson, K., Elbayoumi, T., & Nzekwe, C. (2025). A Learning Strategy Intervention to Promote Self-Regulation, Growth Mindset, and Performance in Introductory Mathematics Courses. European Journal of Investigation in Health, Psychology and Education, 15(10), 198. https://doi.org/10.3390/ejihpe15100198

Mukhametkairov, A., Matayev, B., Kalimova, A., Utegenova, M., & Ibraimova, L. (2025). Fostering emotional intelligence and self-regulation in gifted high school students: experimental evidence from a soft skills development program. Frontiers in Education, 10, 1733922. http://dx.doi.org/10.3389/feduc.2025.1733922

Namaziandost, E., & Hwang, G.-J. (2025). Implementing multiple intelligence-informed tasks to cultivate willingness to communicate, academic engagement, and academic success: evidence from EFL learners. Instructional Science, 53(6), 1365–1393. https://doi.org/10.1186/s40468-024-00293-1

Philpott, R. K., Johnson, T., Evans, L., Wales, K., Leonard, C., & Lane, A. E. (2023). Measurement of Self-regulation in preschool and elementary children: A scoping review. Physical & Occupational Therapy In Pediatrics, 43(4), 403–429. https://doi.org/10.1080/01942638.2022.2158055

Polas, M. R. H. (2025). Common method bias in social and behavioral research: Strategic solutions for quantitative research in the doctoral research. Journal of Comprehensive Business Administration Research. https://doi.org/10.47852/bonviewJCBAR52024285

Ren, H., Zhang, W., & Cao, H. (2026). Formative assessment as a self-regulation engine in blended language learning: A case study with top-tier engineering talents. Acta Psychologica, 264. https://doi.org/10.1016/j.actpsy.2026.106505

Savina, E. (2021). Self-regulation in preschool and early elementary classrooms: Why it is important and how to promote it. Early Childhood Education Journal, 49(3), 493–501. https://doi.org/10.1007/s10643-020-01094-w

Schunk, D., Berger, E. M., Hermes, H., Winkel, K., & Fehr, E. (2022). Teaching self-regulation. Nature Human Behaviour, 6(12), 1680–1690. https://doi.org/10.1038/s41562-022-01449-w

Shen, Y., Spencer, D., Tagsold, J., & Kim, H. (2025). Integrating cognition, self-regulation, motivation, and metacognition: A framework of post-pandemic flipped classroom design. Educational Technology Research and Development, 73(4), 2425–2461. https://doi.org/10.1007/s11423-025-10485-y

Sohail, A., Yousaf, M., Idrees, M., & Mushtaq, A. (2025). Integrating technology and self-regulation strategies to enhance learning outcomes: A dual-analysis approach. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2025.2523401

Stavropoulou, G., Daniilidou, A., & Nerantzaki, K. (2025). Exploring the Interplay of Motivation, Self-Efficacy, Critical Thinking, and Self-Regulation in Predicting Academic Achievement Among University Students. F1000Research, 14, 344. https://doi.org/10.12688/f1000research.161821.2

Strielkowski, W., Grebennikova, V., Lisovskiy, A., Rakhimova, G., & Vasileva, T. (2025). AI‐driven adaptive learning for sustainable educational transformation. Sustainable Development, 33(2), 1921–1947. https://doi.org/10.1002/sd.3221

Sturman, M. C., Richardson, H. A., Simmering, M. J., & Ukhov, A. (2025). Simplifying Common Method Variance Mitigation: The Role of Additional Variables. Journal of Business and Psychology, 1–26. https://doi.org/10.1007/s10869-025-10074-z

Svensen, E. (2026). Growth mindset and academic achievement: A multilevel analysis of upper secondary school completion. Scandinavian Journal of Educational Research, 70(1), 1–17. https://doi.org/10.1080/00313831.2025.2459399

Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., & Mourey, F. (2023). Creativity, critical thinking, communication, and collaboration: assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054

Wang, H., Wang, S., Tlili, A., Li, M., Yang, D., Adarkwah, M. A., Zhu, X., Zhu, L., Huang, R., & Kuai, H. (2025). The combined effects of goal attributes, motivational beliefs, creativity and grit on self-regulation in online ill-structured problem solving: a fsQCA approach. BMC Psychology, 13(1), 27. https://doi.org/10.1186/s40359-024-02317-0

Wang, K., Cui, W., & Yuan, X. (2025). Artificial intelligence in higher education: The impact of need satisfaction on artificial intelligence literacy mediated by self-regulated learning strategies. Behavioral Sciences, 15(2), 165. https://doi.org/10.3390/bs15020165

Xiong, Z. (2025). Exploring the potential and challenges of applying multiple intelligences theory in Chinese music education. Teaching and Teacher Education, 160. https://doi.org/10.1016/j.tate.2025.105031

Xu, K. M., Leferink, J., & Wijnia, L. (2025). A review of the relationship between student growth mindset and self-regulated learning. Frontiers in Education, 10. http://dx.doi.org/10.3389/feduc.2025.1539639

Yu, J., Huang, C., He, T., Wang, X., & Zhang, L. (2022). Investigating students’ emotional self-efficacy profiles and their relations to self-regulation, motivation, and academic performance in online learning contexts: A person-centered approach. Education and Information Technologies, 27(8), 11715–11740. https://doi.org/10.1007/s10639-022-11099-0

Yusumut, B. Y., Gözüm, A. İ. C., & İlgün, Ş. (2026). Self-regulation and problem solving in early childhood: the mediating role of number sense. Current Psychology, 45(5), 466. https://doi.org/10.1007/s12144-026-09070-0

Zeng, X. (2025). Gender differences in personalized psychological interventions for college students: a narrative review integrating the Theory of Multiple Intelligences. Journal of Men’s Health, 21(5), 9–17. http://doi.org/10.22514/jomh.2025.063

Zhai, X., & Li, S. (2025). The roles of growth mindset, resilience, and self-efficacy in student Engagement with AI-enhanced Chinese learning: A self-determination theory perspective. Learning and Motivation, 92, 102183. https://doi.org/10.1016/j.lmot.2025.102183

Article Sidebar

Main Article Content

Abstract

Downloads

Article Details

References

Similar Articles