Growth Mindset and Academic Resilience in Science Learning among College Students

Abstract

Background: In science learning, students frequently encounter challenging academic tasks that require persistence, adaptability, and effective coping strategies, making academic resilience an important factor in educational success. Aims: This study examined the relationship between growth mindset and academic resilience in science learning among 357 college students at Southern Philippines Agri-Business and Marine and Aquatic School of Technology (SPAMAST) during the first semester of Academic Year 2024–2025. Specifically, it assessed students’ levels of growth mindset and academic resilience and determined whether growth mindset predicts academic resilience. Study Design: Descriptive-correlational. Place and Duration of Study: SPAMAST Main Campus, Malita, Davao Occidental, first semester, Academic Year 2024–2025. Methodology: A total of 357 students were selected from a population of 3,327 through stratified random sampling across the five institutes of the college. Data were collected using adopted and validated instruments, namely Dweck’s Growth Mindset Scale and Cassidy’s Academic Resilience Scale Specific Multidimensional Scale (ARS_MCV). Descriptive statistics, Pearson product-moment correlation, and regression analysis were utilised to analyse the data. Results: Findings revealed that students demonstrated a high level of growth mindset (mean = 4.12) and academic resilience (mean = 3.80). Among the domains of growth mindset, intelligence obtained the highest mean score (mean = 4.32), indicating strong agreement that effort improves skills and knowledge. Perseverance emerged as the highest dimension of academic resilience (mean = 4.21). Correlation analysis showed a significant, low positive relationship between growth mindset and academic resilience (r = 0.308, p < 0.05). Furthermore, the character domain showed the strongest relationship with academic resilience (r = 0.329, p < 0.05). Regression analysis indicated that character significantly predicted academic resilience and accounted for 7% of its variance (p = 0.005). Conclusion: The study concluded that fostering a growth mindset, particularly in the character domain, enhances students’ academic resilience in science learning. Integrating growth mindset strategies and character-building interventions may strengthen students’ adaptability, perseverance, and academic success.