School well-being, school climate, and growth mindset: regression analysis on elementary school students

Abstract

School well-being is important for primary students. However, many students do not feel well-being while at school. Compared to junior high school students, elementary school students have better school well-being. Even though, efforts to improve well-being in elementary school students are rarely carried out. The aim of the study was to examine impact between school well-being, school climate, and growth mindset. The research method used is a quantitative method using multiple regression analysis. Data is processed using IBM SPSS tool version 25.0 Data collection used three scales, School well-being scale (α=0.689), Comprehensive School climate Inventory (CSCI) (α=0.766), and the Implicit Theories of Intelligence Scale for Children (α=0.703). The sample consisted of 254 students of grade five public elementary schools in Central Java, Indonesia. The results showed the effect of school climate on school well-being (22,5%), but there was no effect of growth mindset on school well-being (0.3%). however, simultaneously school climate and growth mindset have an influence on school well-being (22,5%). The results confirm previous research regarding the impact between school climate and school well-being. Additionally, this research expands on the results in the literature by emphasizing how growth mindset doesn’t impact to school well-being. It can be concluded, school climate is the main variable that can affect school well-being. Therefore, the school climate that has been owned must be maintained. In addition, it is necessary to make rules stating that teachers are asked to give praise when students get achievements in order to get used to having a growth mindset.

Keywords

• School well-being
• School climate
• Growth mindset
• Model testing

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