Email this article Mindfulness and Emotional Intelligence as Predictors of Self-Efficacy in High School Students
Abstract
This research aims to explore the potential of mindfulness and emotional intelligence as predictors of self-efficacy among high school students. A quantitative approach using a correlational design was employed, with 68 grade XI students at Bodhicitta Buddhist High School in Medan selected through purposive sampling. Data were collected using the Five Facet Mindfulness Questionnaire (FFMQ), Emotional Intelligence Scale, and General Self-Efficacy Scale (GSES). Multiple regression analysis revealed that emotional intelligence significantly influenced self-efficacy (p = 0.000), while mindfulness showed no significant effect (p = 0.067), although it exhibited a strong correlation (r = 0.659). The coefficient of determination (R² = 0.628) indicates that mindfulness and emotional intelligence collectively explain 62.8% of the variability in self-efficacy, while other factors account for 37.2%. The findings highlight that emotional intelligence is the dominant predictor of self-efficacy, whereas mindfulness is supportive. Given these results, emotional intelligence training is recommended as a key strategy for enhancing students' self-efficacy, while structured and long-term mindfulness interventions may further complement this development. The findings provide valuable insights for emphasizing the necessity of a holistic educational approach, blending emotional intelligence training with mindfulness-based strategies to enhance students' psychological resilience and academic success.
Keywords
Full Text:
PDFReferences
Adams, A.-M., Wilson, H., Money, J., Palmer-Conn, S., & Fearn, J. (2020). Student engagement with feedback and attainment: the role of academic self-efficacy. Assessment & Evaluation in Higher Education, 45(2), 317–329.
Alomari, H. (2023). Mindfulness and its relationship to academic achievement among university students. Frontiers in Education, 8(June), 1–9. https://doi.org/10.3389/feduc.2023.1179584
Badawy, R. R. A. . (2022). Cypriot Journal of Educational mindfulness and psychological and cognitive engagement of university. Cypriot Journal of Educational Science., 17(11), 4318–4331.
Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.
Baños, R., Calleja-Núñez, J. J., Espinoza-Gutiérrez, R., & Granero-Gallegos, A. (2023). Mediation of academic self-efficacy between emotional intelligence and academic engagement in physical education undergraduate students. Frontiers in Psychology, 14(July), 1–11. https://doi.org/10.3389/fpsyg.2023.1178500
Caballero, C., Scherer, E., West, M. R., Mrazek, M. D., Gabrieli, C. F. O., & Gabrieli, J. D. E. (2019). Greater Mindfulness is Associated With Better Academic Achievement in Middle School. Mind, Brain, and Education, 13(3), 1–10. https://doi.org/10.1111/mbe.12200
Chan, S. H. W., Yu, C. K.-C., & Li, A. W. O. (2021). Impact of mindfulness-based cognitive therapy on counseling self-efficacy: A randomized controlled crossover trial. Patient Education and Counseling, 104(2), 360–368.
Choi, E., Farb, N., Pogrebtsova, E., Gruman, J., & Grossmann, I. (2021). What do people mean when they talk about mindfulness? Clinical Psychology Review, 89(March 2022), 102085. https://doi.org/10.1016/j.cpr.2021.102085
Daugherty, M., & Sahin-Topalcengiz, E. (2023). 21st century skills: preparing students for the future. IX International Scientific Spring Symposium Proceedings" Quality Teaching for Future", 20–29.
de Bruin, E. I., Valentin, S., Baartmans, J. M. D., Blok, M., & Bögels, S. M. (2020). Mindful2Work the next steps: Effectiveness of a program combining physical exercise, yoga and mindfulness, adding a wait-list period, measurements up to one year later and qualitative interviews. Complementary Therapies in Clinical Practice, 39, 101137.
Fan, L., & Cui, F. (2024). Mindfulness, self-efficacy, and self-regulation as predictors of psychological well-being in EFL learners. Frontiers in Psychology, 15(March), 1–15. https://doi.org/10.3389/fpsyg.2024.1332002
Fendy, F., Surya, J., Angela, S., Suyati, & Lie, N. (2023). Memahami Konsep Meditasi Dalam Kajian Sutta-Sutta Dalam Suttapiṭaka. PATISAMBHIDA : Jurnal Pemikiran Buddha Dan Filsafat Agama, 4(2), 84–96. https://doi.org/10.53565/patisambhida.v4i2.1040
Ferry, Kabri, & Surya, J. (2023). EFEK PERNAPASAN MINDFUL DAN MINDFUL SISWA SMA ZHI HUI MEDAN PRAKTEK DUDUK PADA STRES AKADEMIK NANYANG KATA KUNCI. Jurnal of Research and Community Service, 4(2797-6068 dan p-ISSN: 2777-0915). http://devotion.greenvest.co.id
Frank, J. L., Broderick, P. C., Oh, Y., Mitra, J., Kohler, K., Schussler, D. L., Geier, C., Roeser, R. W., Berrena, E., Mahfouz, J., Levitan, J., & Greenberg, M. T. (2021). The Effectiveness of a Teacher-Delivered Mindfulness-Based Curriculum on Adolescent Social-Emotional and Executive Functioning. Mindfulness, 12(5), 1234–1251. https://doi.org/10.1007/s12671-021-01594-9
Goleman, D. (2020). Emotional intelligence: Why it can matter more than IQ. Bloomsbury Publishing.
Harahap, M., & Lubis, S. A. (2024). Penerapan Teknik Konseling Individu Dalam Menurunkan Stres Akademik Siswa Disekolah Pesisir. Jurnal Ilmiah Bimbingan Konseling Undiksha, 15(2), 1–10.
Honicke, T., Broadbent, J., & Fuller-Tyszkiewicz, M. (2023). The self-efficacy and academic performance reciprocal relationship: the influence of task difficulty and baseline achievement on learner trajectory. Higher Education Research and Development, 42(8), 1936–1953. https://doi.org/10.1080/07294360.2023.2197194
Hyseni Duraku, Z., Konjufca, J., Hoxha, L., Blakaj, A., Bytyqi, B., Mjekiqi, E., & Bajgora, S. (2023). Reducing STEM test anxiety through classroom mindfulness training for lower secondary school children: A pilot study. International Journal of Adolescence and Youth, 28(1), 2242478.
Jovini, J., Sutikyanto, S., & Andanti, M. F. (2024). Integrating Buddhist Ethics into Boarding School Education : Character Development at Pasastrian Kusalamitra, Gunung Kidul, Indonesia. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 10(2), 467. https://doi.org/10.33394/jk.v10i2.11319
Kadek, R. S. (2024). Learning and Teaching The effect of emotional intelligence and peers on independence. International Journal of Learning and Teaching, 16(3), 137–144. https://doi.org/https://doi.org/10.18844/ijlt.v16i3.9464
Khedkar, A., & Babu NC, K. D. (2023). Emotional Intelligence, Mindfulness and Coping Self-Efficacy Among Mental Health Professionals. Paripex-Indian Journal of Research, 12(4), 16–18. https://doi.org/10.36106/paripex/7006842
Kushwaha, J., Thapliyal, V., Nagar, L., & Thakur, G. S. (2024). Effect of Pranayama and Meditation on Well-being among University Students: A Randomized Controlled Trial. Journal of Mountain Research, 19(1), 299–308. https://doi.org/10.51220/jmr.v19-i1.31
Lam, K., & Seiden, D. (2020). Effects of a brief mindfulness curriculum on self-reported executive functioning and emotion regulation in Hong Kong adolescents. Mindfulness, 11(3), 627–642.
Li, W. W., Miller, D., Leow, T., Heward, C., Li, Y., Yang, F., & Yu, H. (2023). The relationship between mindfulness and mental distress in Chinese people during the COVID-19 pandemic: Moderating effects of infection severity of region and mediating effects of resilience and self-efficacy. Journal of Pacific Rim Psychology, 17, 18344909231192764.
Li, Y., & Si, M. (2024). Impact of mindfulness on undergraduates’ aggressive behavior: Psychological resilience and self-efficacy as mediators. Social Behavior and Personality: An International Journal, 52(2), 1–9.
Liu, Y., Liu, Y., & Wang, C. (2022). The Effect of Mindfulness Meditation on Academic Performance of Students. Advances in Social Science, Education and Humanities Research, 638(Icpahd), 56–61. https://doi.org/10.2991/assehr.k.220110.012
MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2019). Emotional Intelligence Predicts Academic Performance: A Meta-Analysis. Psychological Bulletin, 0000219, 1–98. https://doi.org/10.1037/bul0000219
Martínez-Pérez, I., García-Rodríguez, A., Morales-Rodríguez, F. M., & Pérez-Mármol, J. M. (2023). Mindfulness Abilities Are Associated with Anxiety Levels, Emotional Intelligence, and Perceived Self-Efficacy. Sustainability (Switzerland), 15(6), 1–14. https://doi.org/10.3390/su15064729
McBride, E. E., & Greeson, J. M. (2023). Mindfulness, cognitive functioning, and academic achievement in college students: the mediating role of stress. Current Psychology, 42(13), 10924–10934. https://doi.org/10.1007/s12144-021-02340-z
Mettler, J., Khoury, B., Zito, S., Sadowski, I., & Heath, N. L. (2023). Mindfulness-based programs and school adjustment: A systematic review and meta-analysis. Journal of School Psychology, 97(October 2022), 43–62. https://doi.org/10.1016/j.jsp.2022.10.007
Nasution, F. M., Nasution, H., & Harahap, A. M. (2023). Kecerdasan Emosional dalam Perspektif Daniel Goleman (Analisis Buku Emotional Intelligence). AHKAM, 2(3), 651–659.
Neufeld, A., & Malin, G. (2022). Need fulfillment and resilience mediate the relationship between mindfulness and coping in medical students. Teaching and Learning in Medicine, 34(1), 78–88.
Norouzi, H. (2023). Predicting Academic Self-Efficacy Based on Self-Regulation and Academic Emotions in High School Students in Shiraz. Journal of Study and Innovation in Education and Development, 1402, 31–41. https://doi.org/https://doi.org/10.61838/jsied.3.4.4
Nur, S. A., Mahya2, A. F. P., & Santoso3, G. (2022). Revolusi Pendidikan di Era Society 5.0; Pembelajaran, Tantangan, Peluang, Akses, Dan Keterampilan Teknologi. Jurnal Pendidikan Transformatif (Jupetra), Vol. 01 No, 18–28.
Nurhayati, I., Pramono, K. S. E., & Farida, A. (2024). Keterampilan 4C (Critical Thinking, Creativity, Communication And Collaboration) dalam Pembelajaran IPS untuk Menjawab Tantangan Abad 21. Jurnal Basicedu, 8(1), 36–43. https://doi.org/10.31004/basicedu.v8i1.6842
Oparaugo, U. I., & Ebenebe, R. C. (2021). Emotional Intelligence and Self Efficacy As Predictors of Psychological Adjustment Among Secondary School Adolescents in Awka Education Zone, Nigeria. European Journal of Education Studies, 8(6), 129–141. https://doi.org/10.46827/ejes.v8i6.3771
Özcan, N. A. (2022). The effectiveness of mindfulness-based thriving programs on high school students’ perceived stress, mindfulness, thriving and self-efficacy levels. Acta Educationis Generalis, 12(1), 74–94.
Partono, P., Sugiharto, D., Raharjo, T., & Prihatin, T. (2020). The Influence Of The Basic Knowledge Of Noble Truth and The Implementation Of Mindfulness On Spiritual Development Of Buddhist People at Mahabodhi Temple-Semarang. In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia., 1–6. https://doi.org/10.4108/eai.29-6-2019.2290315
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823
Putri, G. M., Kawuryan, S. P., Saptono, B., & Fianto, Z. A. (2024). The Role of Emotional Intelligence in Improving Student Self-Efficacy. Jurnal Ilmiah Sekolah Dasar, 8(2), 370–378. https://doi.org/10.23887/jisd.v8i2.68257
Salsabila, A., Rahmat, A., & Hamdiyati, Y. (2024). Improving students’ metacognitive and self-efficacy in learning Biology through reducing academic stress and cognitive anxiety using IBSR technique. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(2), 404–429. https://doi.org/10.22219/jpbi.v10i2.33297
Surya, J., Wibowo, M. ., & Mulawarman, M. (2023). The effect of Mindfulness and self-awareness on copying stress of students at the Buddhist University of Central Java (Translate Indonesia). Bimbingan Konseling, 12 (1)(2252-6889 e-ISSN 2502-4450), 97–106.
Vidal-Meliá, L., Estrada, M., Monferrer, D., & Rodríguez-Sánchez, A. (2022). Does Mindfulness Influence Academic Performance? The Role of Resilience in Education for Sustainable Development. Sustainability (Switzerland), 14(7), 1–12. https://doi.org/10.3390/su14074251
Wahyuni, E. P., Ardianto, H., Dharmatanna, S., Burmansah, Seneru, W., Kasrah, R., & Ismoyo, T. (2024). A Mindful Character Development : Mindfulness and Self-Efficacy Enhance Emotional Regulation of High School Students. International Journal of Science and Applied Science: Conference Series, November, 168–178. https://doi.org/10.20961/ijsascs.v8i2.95131
Wang, Y., & Wang, Y. (2022). The Interrelationship Between Emotional Intelligence, Self-Efficacy, and Burnout Among Foreign Language Teachers: A Meta-Analytic Review. Frontiers in Psychology, 13(June), 1–11. https://doi.org/10.3389/fpsyg.2022.913638
Zuo, H., & Wang, L. (2023). The influences of mindfulness on high-stakes mathematics test achievement of middle school students. Frontiers in Psychology, 14, 01–14. https://doi.org/10.3389/fpsyg.2023.1061027
DOI: https://doi.org/10.33394/jk.v11i2.14917
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 The Author(s)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran
E-ISSN: 2442-7667
Published by LPPM Universitas Pendidikan Mandalika
Email: [email protected]
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.