The Effect of Academic Hardiness and Academic Mindset on Mathematics Performance among Junior High School Students

Abstract

This study investigated the effect of academic hardiness and academic mindset on the mathematics performance of junior high school students in the Schools Division of the City of Mati during the 2024–2025 academic year. A quantitative, non-experimental research design was employed, utilizing descriptive-correlational and causal-comparative methods to examine the relationships among the variables. A sample of 323 students was selected through simple random sampling, with data collected using adapted questionnaires and students’ mathematics grades. Results indicated that students demonstrated moderate levels of academic hardiness, with high commitment but only moderate levels of challenge and control. Their academic mindset was high, reflecting strong beliefs in the value of mathematics and high self-efficacy. In terms of mathematics performance, the students were generally proficient, with 34.37% classified as advanced. Correlation analysis revealed significant positive relationships between academic hardiness, academic mindset, and mathematics performance. Further regression analysis showed that both academic hardiness and academic mindset significantly predicted students’ mathematics performance, with academic mindset emerging as the stronger predictor. Based on these findings, the study recommends integrating mindset-strengthening strategies into instructional practices and providing targeted support to enhance students’ academic hardiness. Future research is encouraged to replicate the study in other educational contexts and explore additional factors influencing mathematics achievement.