THE EFFECT OF ART THERAPY (DRAWING) AND GROWTH MINDSET ON ELEMENTARY SCHOOL TEACHERS' ANXIETY IN JAKARTA WITH EMOTIONAL REGULATION AS A MEDIATING VARIABLE

Abstract

Teacher anxiety is a significant psychological issue affecting the quality of learning, teacher well-being, and school climate, particularly at the elementary school level, which faces high emotional demands. Although numerous studies have examined art therapy and growth mindset separately in educational contexts, comprehensive studies integrating these two variables with emotion regulation as a mediating mechanism are limited. This study aimed to conduct a systematic literature review (SLR) of empirical evidence regarding the effects of drawing-based art therapy and growth mindset on teacher anxiety, with emotion regulation as a mediator. The review was conducted following PRISMA guidelines by searching Scopus, Web of Science, ERIC, PsycINFO, and Google Scholar databases from 2010–2025. A total of 57 reputable articles met the inclusion criteria. The study results showed that drawing-based art therapy consistently reduced anxiety by facilitating emotional expression and strengthening psychological self-control. Growth mindset plays a role in strengthening adaptive cognitive appraisal of teachers' work stressors. Emotion regulation, specifically cognitive reappraisal strategies, emerged as a key mediator linking art therapy and growth mindset to reduced teacher anxiety. This study provides a theoretical contribution in the form of an integrative framework as well as practical implications for the development of teacher welfare policies in the context of urban primary education such as Jakarta.