The Relationship between Growth Mindset and Mathematics Achievement

Abstract

This study examines the relationship between a growth mindset and mathematical performance among seventh-grade students at Tambobong National High School in Davao City. The researchers employed a descriptive-correlational research design and selected 100 students via stratified random sampling to guarantee representation from various sections. Data regarding students' beliefs were gathered using a modified Growth Mindset Scale by Dweck (2006), which comprises Likert-type items assessing students' perceptions of the malleability of intelligence. The evaluation of mathematics performance was conducted through the students' final grades in the subject, as recorded in school documentation. Descriptive statistics indicated a mean mindset score of 2.09, interpreted as “Growth Mindset with Some Fixed Ideas,” suggesting that students predominantly perceive abilities as developable, yet maintain certain fixed beliefs. Their mathematics performance yielded a mean general average of 85.8, categorized as “Very Satisfactory.” The Pearson Product-Moment Correlation Coefficient was employed to determine the relationship between the two variables, yielding a moderate yet statistically significant positive correlation (r = 0.219) This indicates that students possessing more robust growth-oriented beliefs generally achieve superior performance in mathematics. The results corroborate theories connecting mindset, motivation, and academic success, highlighting the importance of integrating mindset development into educational strategies to enhance student performance in mathematics.