Differences in Growth Mindset of Physical Education Students Based on Sports Achievement History

Abstract

Growth Mindset is the belief that individual abilities can develop through continuous effort, practice, and learning experiences. In the context of physical education, experiences of achieving in sports are often associated with higher levels of growth mindset. However, empirical evidence regarding this relationship in physical education students is still limited. This study aims to compare the growth mindset levels between students of the Physical Education, Health, and Recreation (PJKR) Study Program who have and do not have a history of sports achievements. The study used a quantitative approach with a comparative survey design. The research sample was obtained through random sampling techniques among second and fourth semester PJKR students of the Faculty of Sport Science, State University of Malang. After the screening process, 48 respondents were obtained, consisting of 24 students with a history of sports achievements and 24 students who did not have a history of sports achievements. Data were collected using a Growth Mindset questionnaire based on Dweck's theory, consisting of 24 items with a dichotomous scale. Data analysis was conducted descriptively and inferentially using the Mann–Whitney U test. The results showed that there was no significant difference in the growth mindset level between students with a history of sports achievements and students without a history of sports achievements (U = 245.00; p = 0.366). The average growth mindset score of the high-achieving group was 13.17 ± 1.61, while the low-achieving group was 13.75 ± 2.38. The effect size obtained was relatively small (Cohen's d = 0.29). This finding indicates that a history of sports achievements is not a factor that significantly differentiates the growth mindset level of PJKR students. Therefore, growth mindset development needs to be directed to all students regardless of their sports achievement status.