Does growth mindset moderates relationship between academic adjustment and peer pressure among first year university undergraduates?

Abstract

The study examined moderating role of growth mindset on relationship between peer pressure and academic adjustment among three hundred and fifty (350) first year university students whose ages range from 17 - 23 years with mean age of 19.78 and standard deviation 1.59. Their gender consist of male 170 (48.6 %) and female (51.4 %). Three instruments were used for data collection, namely: school adjustment child-report, yielding to peer pressure and growth mindset scale. Correlation design and moderated multiple regression statistics was adopted for the study. Pearson Product Moment Correlation results showed peer that pressure significantly and negatively correlated with academic adjustment r = -.30, P < .05 and growth mindset r = -.44, P < .05 respectively. Contrarily, academic adjustment significantly and positively correlated with growth mindset r = .36, P < .05. Moderated regression analysis showed that growth mindset moderated relationship between peer pressure and academic adjustment β = -.1, P < 05 among the first year undergraduate students. Researchers recommended that positive attitude to learning (growth mindset) should be inculcated into students. Given the negative correlation of peer pressure on academic adjustment, students should be encouraged to be less efficient in peer group relationship.