Student Resilience Changes After Entrepreneurship-Based Career Guidance: A Pre-Experimental Study at SMP Plus Nurul Wafa Jember
Effects of a one-group pretest-posttest intervention among ninth-grade student entrepreneurs
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.433Keywords:
career guidance, entrepreneurship, resilience, emotion regulation, student entrepreneursAbstract
Career guidance grounded in entrepreneurship has often been put forward as a promising route to building resilience in adolescents, but evidence at the junior secondary level is still limited. We examined this idea in a pre-experimental, one-group pretest-posttest study involving ten ninth-grade student entrepreneurs at SMP Plus Nurul Wafa, Jember. Resilience was measured with a 20-item Likert scale built around Reivich and Shatté's (2002) seven-component model. A tryout with 30 comparable students supported its validity (r = .36-.78) and reliability (α = .87). The intervention itself ran across four sessions structured by a Define-Design-Deliver-Develop (4D) framework, moving from psychoeducation through simulation and authentic practice to guided reflection. A Wilcoxon signed-rank test showed a statistically significant gain (Z = -2.807, p = .005) with a large effect size (r = .89), and the proportion of students in the high-resilience category rose from 0% at baseline to 70% afterward. These results align with Psychological Capital theory and contextual accounts of emotion regulation, though we discuss several limitations, namely the single-group design, small sample, and absence of follow-up, that temper how far the findings can be generalized.Downloads
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