Students' Growth Mindset, Motivation, and Mathematics Performance: A Correlational Study
Main Article Content
Keywords
growth mindset, fixed mindset, motivation, mathematics performance, COVID-19
Abstract
This study examined the correlation between students' mindset and motivational constructs, such as intrinsic and utility values, self-efficacy, self-regulation, and test anxiety, on their mathematics performance during the COVID-19 pandemic. The researchers used a quantitative approach and gathered data from 310 randomly selected Grade 11 students attending public secondary schools in Quezon City. Findings indicated that many students possessed a fixed mindset during the pandemic, yet they demonstrated motivation in mathematics amidst the COVID-19 situation. Growth mindset and other motivational constructs, such as intrinsic value, utility value, self-efficacy, and self-regulation, showed positive correlations with mathematics performance. At the same time, test anxiety displayed a negative and very weak relationship. Empirical evidence highlights the vital role of a growth mindset and motivational factors in students' mathematics performance, even in challenging circumstances like the pandemic. Recommendations include implementing growth mindset interventions in the classroom and providing engaging activities to sustain students' motivation.
References
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Burgoyne, A. P., & Macnamara, B. N. (2021). Reconsidering the use of the mindset assessment profile in educational contexts. Journal of Intelligence, 9(3), 39. https://doi.org/10.3390/jintelligence9030039
Busari, A. (2013). Assessing the relationship of self-regulation, motivation and anxiety on mathematics achievement of elementary school children in South-Western Nigeria. African Research Review, 7(3). https://doi.org/10.4314/afrrev.v7i3.9
Claro, S., & Loeb, S. (2019). Students with growth mindset learn more in school: Evidence from California's CORE school districts.(Working Paper). Policy Analysis for California Education, PACE. http://files.eric.ed.gov/fulltext/ED600488.pdf
Collado, Z. C., Landagan, M. D., Villareal, M. G. B., Rescober, A. A. S., Baral, G. D., Pantaleta, F. O., Banaria, D. B., & Cortez, C. P. (2022). Embracing the "new normal": Exploring readiness among Filipino students to engage in virtual classes. Learning: Research and Practice, 8(1), 59-77. https://doi.org/10.1080/23735082.2022.2032288
Degol, J. L., Wang, M., Zhang, Y., & Allerton, J. (2018). Do growth mindsets in math benefit females? Identifying pathways between gender, mindset, and motivation. Journal of Youth and Adolescence, 47(5), 976-990. https://doi.org/10.1007/s10964-017-0739-8
Department of Education [DepEd]. (2020). Interim guidelines for assessment and grading in light of the basic education learning continuity plan. Department of Education. https://www.deped.gov.ph/wp-content/uploads/2020/10/DO_s2020_031-1.pdf
Doleck, T., Bazelais, P., Lemay, D. J., Hu, X. S., Vu, A., & Yao, J. (2018). Grit, mindset, and academic performance: A study of pre-university science students. EURASIA Journal of Mathematics, Science and Technology Education, 1(12). https://doi.org/10.29333/ejmste/94570
Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 Years? Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00508
Dweck, C. S. (2015). Carol Dweck revisits the growth mindset. Education Week 35(5), 20-24.
Dweck, C. (2017). The journey to children's mindsets-and beyond. Child Development Perspectives, 11, 139-144. https://doi.org/10.1111/CDEP.12225
Dweck, C. S., & Molden, D. C. (2017). Their impact on competence motivation and acquisition. In Handbook of competence and motivation: Theory and application (2nd ed, 135-154). Guilford Press.
Dweck, C., & Yeager, D. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14, 481-496. https://doi.org/10.1177/1745691618804166
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
Fiorella, L., Yoon, S. Y., Atit, K., Power, J. R., Panther, G., Sorby, S. A., Uttal, D. H., & Veurink, N. (2021). Validation of the mathematics motivation questionnaire (MMQ) for secondary school students. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-021-00307-x
Fitria, A., Najihah, B., Paris, M. A., Atsnan, M. F., & Nareki, M. L. (2021). Motivation, self-regulated learning, and their effects on learning outcomes of derivative materials during the Covid-19 pandemic. Jurnal Riset Pendidikan Matematika, 8(2), 153-166. https://doi.org/10.21831/jrpm.v8i2.42184
Fomina, T. (2017). Self-regulation, math self-efficacy, math interest and mathematics achievement. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(6), 33-40. https://doi.org/10.18844/prosoc.v4i6.2909
Froiland, J. M., & Davison, M. L. (2016). The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement. Learning and Individual Differences, 50, 252-259. https://doi.org/10.1016/j.lindif.2016.07.012
Glerum, J., Loyens, S. M. M., & Rikers, R. (2020). Mind your mindset. An empirical study of mindset in secondary vocational education and training. Educational Studies, 46, 273-281. https://doi.org/10.1080/03055698.2019.1573658
Haimovitz, K., & Dweck, C. (2017). The origins of children's growth and fixed mindsets: New research and a new proposal. Child Development, 88(6), 1849-1859. https://doi.org/10.1111/cdev.12955
Karatas, H., Alcı, B., & Aydin, H. (2013). Correlation among high school senior students' test anxiety, academic performance and points of university entrance exam. Educational Research Review, 8(13), 919-926. https://doi.org/10.5897/err2013.1462
Kuusisto, E, Laine, S., & Tirri, K. (2017). How do school children and adolescents perceive the nature of talent development? A case study from Finland. Education Research International. http://dx.doi.org/10.1155/2017/4162957
Li, Y., & Bates, T. C. (2020). Testing the association of growth mindset and grades across a challenging transition: Is growth mindset associated with grades? Intelligence, 81, 101471. https://doi.org/10.1016/j.intell.2020.101471
Lohbeck, A. (2016). Self-concept and self-determination theory: Math self-concept, motivation, and grades in elementary school children. Early Child Development and Care, 188(8), 1031-1044. https://doi.org/10.1080/03004430.2016.1241778
Macnamara, B. N., & Rupani, N. S. (2017). The relationship between intelligence and mindset. Intelligence, 64, 52-59. https://doi.org/10.1016/j.intell.2017.07.003
Mokhithi, M., Campbell, A. L., & Shock, J. P. (2020). The relationship between mindset and academic achievement at university: A quantitative study of South African students. 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). https://doi.org/10.1109/weef-gedc49885.2020.9293625
Negara, H. R. P., Nurlaelah, E., Wahyudin, Herman, T., & Tamur, M. (2021). Mathematics self-efficacy and mathematics performance in online learning. Journal of Physics: Conference Series, 1882(1), 012050. https://doi.org/10.1088/1742-6596/1882/1/012050
Organization for Economic Cooperation and Development [OECD]. (2019). Philippines -Country Note - PISA 2018 Results. https://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf
Owan, V. J., Eno, E. E., & Esuong, U. U. (2019). Administration of punishment, students' test anxiety, and performance in mathematics in secondary schools of Cross River State, Nigeria. International Journal of Academic Research in Business and Social Sciences, 9(6). https://doi.org/10.6007/ijarbss/v9-i6/5967
Pérez-Fuentes, M. D. C., Núñez, A., Molero, M. D. M., Gázquez, J. J., Rosário, P., & Núñez, J. C. (2020). The role of anxiety in the relationship between self-efficacy and math achievement. Psicología Educativa, 26(2), 137-143. https://doi.org/10.5093/psed2020a7
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145-164. https://doi.org/10.1080/00461520.2018.1447384
Reyes, M. D., & Castillo, A. C. (2015). Test anxiety and college students' performance. Asia Pacific Journal of Education, Arts and Sciences, 2(1).
Yacub, C., & Eadie, P. (2022). COVID-19 and a new social contract for education in the Philippines. New Mandala. https://www.newmandala.org/covid-19-and-a-new-social-contractfor-education-in-the-philippines/
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269-1284. https://doi.org/10.1037/amp0000794
Yeager, D., Hanselman, P., Walton, G., Murray, J., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C., Hinojosa, C. P., Paunesku, D., Romero, C. A., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S., Carvalho, C., Dweck, C. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364-369. https://doi.org/10.1038/s41586-019-1466-y
Yurt, E. (2015). Understanding middle school students' motivation in math class: The expectancy-value model perspective. International Journal of Education in Mathematics. Science and Technology, 3(4), 288. https://doi.org/10.18404/ijemst.26938
Zimmerman, B. J. (2015). Self-regulated learning: Theories, measures, and outcomes. International Encyclopedia of the Social & Behavioral Sciences, 541-546. https://doi.org/10.1016/b978-0-08-097086-8.26060-1
Bahník, Š., & Vranka, M. (2017). Growth mindset is not associated with scholastic aptitude in a large sample of university applicants. Personality and Individual Differences, 117, 139-143. https://doi.org/10.1016/J.PAID.2017.05.046
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students' online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321-7338. https://doi.org/10.1007/s10639-021-10589-x
Brandisauskiene, A., Buksnyte-Marmiene, L., Cesnaviciene, J., Daugirdiene, A., Kemeryte-Ivanauskiene, E., & Nedzinskaite-Maciuniene, R. (2021). Connection between teacher support and student's achievement: Could growth mindset be the moderator. Sustainability, 13(24), 13632. https://doi.org/10.3390/su132413632
Brougham, L., & Kashubeck-West, S. (2017). Impact of a growth mindset intervention on academic performance of students at two urban high schools. Professional School Counseling, 21(1), 2156759X1876493. https://doi.org/10.1177/2156759x18764934
Burgoyne, A. P., & Macnamara, B. N. (2021). Reconsidering the use of the mindset assessment profile in educational contexts. Journal of Intelligence, 9(3), 39. https://doi.org/10.3390/jintelligence9030039
Busari, A. (2013). Assessing the relationship of self-regulation, motivation and anxiety on mathematics achievement of elementary school children in South-Western Nigeria. African Research Review, 7(3). https://doi.org/10.4314/afrrev.v7i3.9
Claro, S., & Loeb, S. (2019). Students with growth mindset learn more in school: Evidence from California's CORE school districts.(Working Paper). Policy Analysis for California Education, PACE. http://files.eric.ed.gov/fulltext/ED600488.pdf
Collado, Z. C., Landagan, M. D., Villareal, M. G. B., Rescober, A. A. S., Baral, G. D., Pantaleta, F. O., Banaria, D. B., & Cortez, C. P. (2022). Embracing the "new normal": Exploring readiness among Filipino students to engage in virtual classes. Learning: Research and Practice, 8(1), 59-77. https://doi.org/10.1080/23735082.2022.2032288
Degol, J. L., Wang, M., Zhang, Y., & Allerton, J. (2018). Do growth mindsets in math benefit females? Identifying pathways between gender, mindset, and motivation. Journal of Youth and Adolescence, 47(5), 976-990. https://doi.org/10.1007/s10964-017-0739-8
Department of Education [DepEd]. (2020). Interim guidelines for assessment and grading in light of the basic education learning continuity plan. Department of Education. https://www.deped.gov.ph/wp-content/uploads/2020/10/DO_s2020_031-1.pdf
Doleck, T., Bazelais, P., Lemay, D. J., Hu, X. S., Vu, A., & Yao, J. (2018). Grit, mindset, and academic performance: A study of pre-university science students. EURASIA Journal of Mathematics, Science and Technology Education, 1(12). https://doi.org/10.29333/ejmste/94570
Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 Years? Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00508
Dweck, C. S. (2015). Carol Dweck revisits the growth mindset. Education Week 35(5), 20-24.
Dweck, C. (2017). The journey to children's mindsets-and beyond. Child Development Perspectives, 11, 139-144. https://doi.org/10.1111/CDEP.12225
Dweck, C. S., & Molden, D. C. (2017). Their impact on competence motivation and acquisition. In Handbook of competence and motivation: Theory and application (2nd ed, 135-154). Guilford Press.
Dweck, C., & Yeager, D. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14, 481-496. https://doi.org/10.1177/1745691618804166
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
Fiorella, L., Yoon, S. Y., Atit, K., Power, J. R., Panther, G., Sorby, S. A., Uttal, D. H., & Veurink, N. (2021). Validation of the mathematics motivation questionnaire (MMQ) for secondary school students. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-021-00307-x
Fitria, A., Najihah, B., Paris, M. A., Atsnan, M. F., & Nareki, M. L. (2021). Motivation, self-regulated learning, and their effects on learning outcomes of derivative materials during the Covid-19 pandemic. Jurnal Riset Pendidikan Matematika, 8(2), 153-166. https://doi.org/10.21831/jrpm.v8i2.42184
Fomina, T. (2017). Self-regulation, math self-efficacy, math interest and mathematics achievement. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(6), 33-40. https://doi.org/10.18844/prosoc.v4i6.2909
Froiland, J. M., & Davison, M. L. (2016). The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement. Learning and Individual Differences, 50, 252-259. https://doi.org/10.1016/j.lindif.2016.07.012
Glerum, J., Loyens, S. M. M., & Rikers, R. (2020). Mind your mindset. An empirical study of mindset in secondary vocational education and training. Educational Studies, 46, 273-281. https://doi.org/10.1080/03055698.2019.1573658
Haimovitz, K., & Dweck, C. (2017). The origins of children's growth and fixed mindsets: New research and a new proposal. Child Development, 88(6), 1849-1859. https://doi.org/10.1111/cdev.12955
Karatas, H., Alcı, B., & Aydin, H. (2013). Correlation among high school senior students' test anxiety, academic performance and points of university entrance exam. Educational Research Review, 8(13), 919-926. https://doi.org/10.5897/err2013.1462
Kuusisto, E, Laine, S., & Tirri, K. (2017). How do school children and adolescents perceive the nature of talent development? A case study from Finland. Education Research International. http://dx.doi.org/10.1155/2017/4162957
Li, Y., & Bates, T. C. (2020). Testing the association of growth mindset and grades across a challenging transition: Is growth mindset associated with grades? Intelligence, 81, 101471. https://doi.org/10.1016/j.intell.2020.101471
Lohbeck, A. (2016). Self-concept and self-determination theory: Math self-concept, motivation, and grades in elementary school children. Early Child Development and Care, 188(8), 1031-1044. https://doi.org/10.1080/03004430.2016.1241778
Macnamara, B. N., & Rupani, N. S. (2017). The relationship between intelligence and mindset. Intelligence, 64, 52-59. https://doi.org/10.1016/j.intell.2017.07.003
Mokhithi, M., Campbell, A. L., & Shock, J. P. (2020). The relationship between mindset and academic achievement at university: A quantitative study of South African students. 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). https://doi.org/10.1109/weef-gedc49885.2020.9293625
Negara, H. R. P., Nurlaelah, E., Wahyudin, Herman, T., & Tamur, M. (2021). Mathematics self-efficacy and mathematics performance in online learning. Journal of Physics: Conference Series, 1882(1), 012050. https://doi.org/10.1088/1742-6596/1882/1/012050
Organization for Economic Cooperation and Development [OECD]. (2019). Philippines -Country Note - PISA 2018 Results. https://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf
Owan, V. J., Eno, E. E., & Esuong, U. U. (2019). Administration of punishment, students' test anxiety, and performance in mathematics in secondary schools of Cross River State, Nigeria. International Journal of Academic Research in Business and Social Sciences, 9(6). https://doi.org/10.6007/ijarbss/v9-i6/5967
Pérez-Fuentes, M. D. C., Núñez, A., Molero, M. D. M., Gázquez, J. J., Rosário, P., & Núñez, J. C. (2020). The role of anxiety in the relationship between self-efficacy and math achievement. Psicología Educativa, 26(2), 137-143. https://doi.org/10.5093/psed2020a7
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145-164. https://doi.org/10.1080/00461520.2018.1447384
Reyes, M. D., & Castillo, A. C. (2015). Test anxiety and college students' performance. Asia Pacific Journal of Education, Arts and Sciences, 2(1).
Yacub, C., & Eadie, P. (2022). COVID-19 and a new social contract for education in the Philippines. New Mandala. https://www.newmandala.org/covid-19-and-a-new-social-contractfor-education-in-the-philippines/
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269-1284. https://doi.org/10.1037/amp0000794
Yeager, D., Hanselman, P., Walton, G., Murray, J., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C., Hinojosa, C. P., Paunesku, D., Romero, C. A., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S., Carvalho, C., Dweck, C. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364-369. https://doi.org/10.1038/s41586-019-1466-y
Yurt, E. (2015). Understanding middle school students' motivation in math class: The expectancy-value model perspective. International Journal of Education in Mathematics. Science and Technology, 3(4), 288. https://doi.org/10.18404/ijemst.26938
Zimmerman, B. J. (2015). Self-regulated learning: Theories, measures, and outcomes. International Encyclopedia of the Social & Behavioral Sciences, 541-546. https://doi.org/10.1016/b978-0-08-097086-8.26060-1
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Aug 31, 2023
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Bravo, G. A., & Nobles, B. (2023). Students’ Growth Mindset, Motivation, and Mathematics Performance: A Correlational Study. Asia Pacific Higher Education Research Journal (APHERJ), 10(1). https://doi.org/10.56278/apherj.v10i1.1976
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