The Effectiveness of a Multicultural-Based ACMI Guidance Model in Enhancing Students’ Growth Mindset Across Diverse University Contexts

Abstract

This study examines the effectiveness of a multicultural-based ACMI (Acceptance and Commitment Therapy and Motivational Interviewing) guidance model in enhancing students’ growth mindset across diverse university contexts. A quantitative pre-experimental design with a one-group pre-test–post-test approach was employed. The participants were 60 undergraduate students from three universities in Yogyakarta, Indonesia, representing a public university, an Islamic private university, and a non-Islamic private university. Data were collected using a validated mindset scale based on Carol Dweck’s implicit theory of intelligence. The results showed significant improvements in students’ growth mindset after the intervention. Statistical analyses revealed consistent findings across institutions, including significant differences between pretest and posttest scores (p < 0.001) and strong effect sizes. The N-Gain scores indicated high improvement levels, with values of 0.74, 0.71, and 0.66 across the three universities, suggesting that the intervention was sufficiently effective. These findings indicate that the multicultural-based ACMI guidance model is effective in enhancing students’ growth mindset across diverse institutional contexts and highlight the importance of culturally responsive and psychologically grounded interventions in higher education.