From Growth Mindset and Social Media Influence to Learning Outcomes: A PLS-SEM Study in Indonesian Higher Education

Andika Isma; Andi Naila Quin Azsisah Alisyahbana; Sahabuddin Sahabuddin; Akhmad Khairul Shiddiq; Della Fadhilatunisa

doi:10.35877/454RI.daengku4850

Authors

Andika Isma Doctoral Program in Economics, Universitas Hasanuddin, Makassar, 90245, Indonesia
Andi Naila Quin Azsisah Alisyahbana Doctoral Program in Economics, Universitas Hasanuddin
Sahabuddin Universitas Negeri Makassar, Makassar, 90222, Indonesia
Akhmad Khairul Shiddiq Universitas Negeri Makassar, Makassar, 90222, Indonesia
Della Fadhilatunisa Doctoral Program in Accounting, Universitas Padjadjaran, Bandung, 40132, Indonesia

DOI:

https://doi.org/10.35877/454RI.daengku4850

Keywords:

Digital literacy, Growth mindset, Higher education, Learning outcomes, Social media influence

Abstract

This study examines how growth mindsets and social media influence shape learning outcomes through student engagement and digital literacy in digitally mediated higher education. Survey data were collected from 478 undergraduate students enrolled at higher education institutions in Indonesia and analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4. The measurement model demonstrated satisfactory reliability, convergent validity, and discriminant validity. The structural model explained 67.3% of the variance in learning outcomes, 60.5% in student engagement, and 40.7% in digital literacy, indicating a substantial explanatory power. Growth mindset positively predicted learning outcomes, student engagement, and digital literacy, with the strongest substantive effect observed on student engagement. Social media influence positively predicted student engagement and digital literacy but did not have a significant direct effect on the learning outcomes. Student engagement and digital literacy both positively predicted learning outcomes, and indirect-effect analysis confirmed several mediating pathways linking growth mindset and social media influence to learning outcomes. These findings indicate that the academic benefits of digital higher education are not produced by mindset or social media exposure alone. Learning outcomes improve when psychological dispositions and social-digital interactions are translated into active engagement and effective digital literacy.

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