Mindfulness and Emotional Intelligence as Predictors of Self-Efficacy in High School Students
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 p...
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| Format: | Article |
| Language: | English |
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LPPM Universitas Pendidikan Mandalika
2025-06-01
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| Series: | Jurnal Kependidikan |
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| Online Access: | https://e-journal.undikma.ac.id/index.php/jurnalkependidikan/article/view/14917 |
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| author | Nie Lie Heru Suherman Budi Utomo |
| author_facet | Nie Lie Heru Suherman Budi Utomo |
| author_sort | Nie Lie |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-64a60980c0c34aed8e2e59958640e00e |
| institution | Kabale University |
| issn | 2442-7667 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | LPPM Universitas Pendidikan Mandalika |
| record_format | Article |
| series | Jurnal Kependidikan |
| spelling | doaj-art-64a60980c0c34aed8e2e59958640e00e2025-08-20T03:32:22ZengLPPM Universitas Pendidikan MandalikaJurnal Kependidikan2442-76672025-06-0111255356410.33394/jk.v11i2.149176830Mindfulness and Emotional Intelligence as Predictors of Self-Efficacy in High School StudentsNie Lie0Heru Suherman1Budi Utomo2STIAB SmaratunggaSTIAB SmaratunggaSTIAB SmaratunggaThis 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.https://e-journal.undikma.ac.id/index.php/jurnalkependidikan/article/view/14917mindfulnessemotional intelligenceself-efficacyhigh school studentsbuddhist education. |
| spellingShingle | Nie Lie Heru Suherman Budi Utomo Mindfulness and Emotional Intelligence as Predictors of Self-Efficacy in High School Students Jurnal Kependidikan mindfulness emotional intelligence self-efficacy high school students buddhist education. |
| title | Mindfulness and Emotional Intelligence as Predictors of Self-Efficacy in High School Students |
| title_full | Mindfulness and Emotional Intelligence as Predictors of Self-Efficacy in High School Students |
| title_fullStr | Mindfulness and Emotional Intelligence as Predictors of Self-Efficacy in High School Students |
| title_full_unstemmed | Mindfulness and Emotional Intelligence as Predictors of Self-Efficacy in High School Students |
| title_short | Mindfulness and Emotional Intelligence as Predictors of Self-Efficacy in High School Students |
| title_sort | mindfulness and emotional intelligence as predictors of self efficacy in high school students |
| topic | mindfulness emotional intelligence self-efficacy high school students buddhist education. |
| url | https://e-journal.undikma.ac.id/index.php/jurnalkependidikan/article/view/14917 |
| work_keys_str_mv | AT nielie mindfulnessandemotionalintelligenceaspredictorsofselfefficacyinhighschoolstudents AT herusuherman mindfulnessandemotionalintelligenceaspredictorsofselfefficacyinhighschoolstudents AT budiutomo mindfulnessandemotionalintelligenceaspredictorsofselfefficacyinhighschoolstudents |