Growth Mindset, Mathematics Self-Efficacy and Academic Performance Among Grade 7 Students: Basis for Instructional Development Program
DOI:
https://doi.org/10.65339/ijsis.V1.I2.64Keywords:
Academic Performance, Grade 7 Students, GROW-MATH Program, Growth Mindset, Mathematics, Mathematics Self-Efficacy, SustainabilityAbstract
This study examined the relationships among growth mindset, mathematics self-efficacy, and academic performance among Grade 7 students at Maria Clara L. Lobregat National High School during School Year 2025–2026 and used the findings as the basis for an instructional development program. Anchored in Bandura’s Social Cognitive Theory and Dweck’s Growth Mindset Theory, the study employed a quantitative-correlational design involving 303 students selected from a population of 1,247 learners across 22 sections through stratified random sampling with proportional allocation. Data were collected using a three-part survey questionnaire covering demographic characteristics, an eight-item growth mindset scale, and a 17-item mathematics self-efficacy scale, while academic performance was represented by final Mathematics grades. Results revealed moderate growth mindset (M=3.10), moderate mathematics self-efficacy (M=3.46), and satisfactory Mathematics performance (M=84.64). Growth mindset was moderately and positively correlated with mathematics self-efficacy (r=0.521, p=0.000), while growth mindset (r=0.311, p=0.000) and mathematics self-efficacy (r=0.317, p=0.000) had significant but weaker positive relationships with Mathematics performance. Growth mindset differed significantly only according to father’s educational qualification, whereas mathematics self-efficacy showed no significant differences across the demographic variables examined. The findings indicate that learners’ beliefs and confidence contribute to, but do not solely determine, Mathematics achievement. The study supported the development and recommended pilot implementation of the GROW-MATH Program, incorporating differentiated instruction and structured learning support to strengthen persistence, confidence, engagement, and mathematical learning. The study supports SDG 4—Quality Education and SDG 3—Good Health and Well-Being through its focus on mathematics learning, confidence, resilience, and emotional well-being. It contributes to educational, institutional, community, and socio-economic sustainability by providing context-specific evidence for instructional improvement, learner support, and sustained participation in mathematics learning.
References
Bai, X., & Wang, L. (2021). The role of mathematics self-efficacy in predicting early adolescents’ achievement and persistence. Journal of Educational Psychology, 113(4), 721–735.
Bandura, A. (1999a). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21–41. https://doi.org/10.1111/1467-839X.00024 DOI: https://doi.org/10.1111/1467-839X.00024
Bandura, A. (1999b). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.x DOI: https://doi.org/10.1111/j.1745-6916.2006.00011.x
Bautista, L. M. (2022). Teacher feedback and its influence on students’ mathematics self-efficacy and learning engagement in public secondary schools. Philippine Journal of Education, 98(2), 45–62.
Bravo, G. A. B., & Nobles, B. G. (2023). Students’ growth mindset, motivation, and mathematics performance: A correlational study. Asia Pacific Higher Education Research Journal. DOI: https://doi.org/10.56278/apherj.v10i1.1976
Caberoy, J. D., Fernandez, F. M. C., & Yurango, C. P. (2025). The relationship between growth mindset and mathematics achievement. Asian Journal of Education and Social Studies, 51(8), 917–924. DOI: https://doi.org/10.9734/ajess/2025/v51i82289
Campanilla, A. R. (2025). Mathematics self-efficacy as a predictor of academic performance among Grade 8 learners. Journal of Philippine Educational Research, 18(1), 30–46.
Caviola, S., Mammarella, I. C., & Dowker, A. (2022). Mathematics anxiety and its effects on problem-solving performance: The moderating role of self-efficacy. Learning and Instruction, 80, 101–114.
Chen, H., & Zimmerman, B. J. (2021). Growth mindset and academic resilience in mathematics. Learning and Instruction, 73, Article 101456. https://doi.org/10.1016/j.learninstruc.2021.101456
Chen, M. (2024). Effect of growth mindset on mathematics achievement: Mediating roles of academic buoyancy and adaptability. Frontiers in Psychology.
Chen, Y., Mok, M., Cao, X., Wijaya, S., & Ning, F. (2024). The impact of growth mindset on mathematics achievement among Chinese junior high school students. International Journal of Educational Research, 125, 102–118.
Claro, S., Paunesku, D., & Dweck, C. S. (2021). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 118(3), Article e2020633118.
Credé, M., Tynan, M. C., & Harms, P. D. (2020). Academic performance and its predictors: A meta-analytic review. Review of Educational Research, 90(3), 387–432.
Dela Cruz, J. R. (2022). Mastery experiences, feedback, and mathematics self-efficacy of junior high school students. Journal of Philippine Education, 95(2), 34–47.
Domingo, R. A., & Perez, M. L. (2022). Growth mindset interventions and academic resilience among Grade 8 learners in Laguna public schools. Journal of Philippine Educational Research, 14(1), 55–70.
Dong, L., Jia, X., & Fei, Y. (2023). How growth mindset influences mathematics achievements: A study of Chinese middle school students. Frontiers in Psychology, 14, 1148754. https://doi.org/10.3389/fpsyg.2023.1148754 DOI: https://doi.org/10.3389/fpsyg.2023.1148754
Dweck, C. S. (2006). Mindset: The new psychology of success. Ballantine Books.
Dweck, C. S., & Yeager, D. S. (2021). Mindsets: A view from two eras. Perspectives on Psychological Science, 16(3), 481–496. https://doi.org/10.1177/1745691620964190 DOI: https://doi.org/10.1177/1745691618804166
Fernandez, L. M., & Dela Cruz, R. P. (2022). Growth mindset and perseverance in mathematics learning among junior high school students. Philippine Journal of Curriculum and Instruction, 14(2), 60–78.
Flores, A., Xu, C., & Schnall, S. (2023). Growth mindset and math anxiety: The mediating role of emotional resilience. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274 DOI: https://doi.org/10.1016/j.lindif.2023.102274
Flores, K. M., & Salimaco, J. P. (2025). Academic mindset and mathematics performance among junior high school learners. Mindanao Journal of Educational Studies, 12(1), 25–41.
Flores, K. M., Santos, R. V., & Reyes, A. J. (2023). Mathematics self-efficacy as a mediator between math anxiety and academic performance among junior high school students. Philippine Journal of Psychology and Education, 16(2), 88–102.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2020). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059 DOI: https://doi.org/10.3102/00346543074001059
Galangco, M. R. (2023). Attitudes, motivation, and self-efficacy as determinants of mathematics achievement in secondary education. Asian Journal of Philippine Education Research, 11(2), 85–102.
Jaidumrong, N., Pimdee, P., & Petsangsri, S. (2023). The influence of growth mindset on metacognitive strategies and mathematics achievement among secondary students. International Journal of Instruction, 16(1), 345–362. https://doi.org/10.29333/iji.2023.16119a DOI: https://doi.org/10.29333/iji.2023.16119a
Kim, H., Park, S., & Cozart, J. (2023). Examining the effects of digital learning platforms on students’ self-efficacy and academic achievement in mathematics. Computers & Education, 190, Article 104603. https://doi.org/10.1016/j.compedu.2022.104603 DOI: https://doi.org/10.1016/j.compedu.2022.104603
Lau, K. L., & Lee, J. C. K. (2022). Examining the relationship between self-efficacy and self-regulated learning in mathematics: A cross-cultural perspective. Educational Studies in Mathematics, 109(2), 345–362. https://doi.org/10.1007/s10649-021-10121-7
Limeri, L. B., Carter, N. T., Choe, J., Harper, H. G., Martin, H. R., Benton, A., & Dolan, E. L. (2020). Growing a growth mindset: Characterizing how and why undergraduate students’ mindsets change. International Journal of STEM Education, 7(1), 1–19. https://doi.org/10.1186/s40594-020-00227-2 DOI: https://doi.org/10.1186/s40594-020-00227-2
Lopez, C. M., & Javier, P. R. (2024). Growth mindset and mathematics performance among Grade 7 learners in Mindanao. Mindanao Journal of Education Research, 11(1), 33–48.
Luo, W., Paris, S. G., Hogan, D., & Luo, Z. (2022). Growth mindset and students’ persistence in mathematics: The role of motivation and future STEM intentions. Journal of Educational Psychology, 114(2), 321–335. https://doi.org/10.1037/edu0000702 DOI: https://doi.org/10.1037/edu0000702
Mabuti, R. S. (2023). Game-based instructional strategies and their effects on mathematics self-efficacy and performance. Philippine Journal of Innovative Teaching, 10(1), 44–59.
Macnamara, B. N., & Burgoyne, A. P. (2023). Do growth mindset interventions impact academic achievement? A systematic review and meta-analysis of the available evidence. Psychological Bulletin, 149(3–4), 133–172. https://doi.org/10.1037/bul0000352 DOI: https://doi.org/10.1037/bul0000352
Martin, A. J., Marsh, H. W., & Liem, G. A. D. (2022). Academic buoyancy and resilience: Exploring “everyday” and “classic” resilience in students’ academic performance. Journal of School Psychology, 91, 1–15. https://doi.org/10.1016/j.jsp.2021.12.003 DOI: https://doi.org/10.1016/j.jsp.2021.12.003
Nielsen, M., & Yeager, D. S. (2022). Digital mindset interventions: A global perspective on effectiveness across contexts. Educational Psychologist, 57(3), 165–181. https://doi.org/10.1080/00461520.2022.2038603 DOI: https://doi.org/10.1080/00461520.2022.2038603
Oppong-Gyebi, E., Amoako, J., & Kwarteng, R. (2023). Enhancing student mathematical problem-solving through peer-assisted learning and scaffolding techniques. International Journal of STEM Education, 10(1), Article 24. https://doi.org/10.1186/s40594-023-00412-1
Pajares, F., & Urdan, T. (2021). Self-efficacy beliefs of adolescents. Information Age Publishing.
Putwain, D. W., Pekrun, R., Nicholson, L. J., Symes, W., Becker, S., & Marsh, H. W. (2021). Control-value appraisals, enjoyment, and anxiety in mathematics: A longitudinal study. Journal of Educational Psychology, 113(7), 1264–1280. https://doi.org/10.1037/edu0000667 DOI: https://doi.org/10.1037/edu0000667
Ramirez, L. T. (2023). Growth mindset and adaptability of students in online learning environments during remote education. Philippine Journal of Distance Education, 6(2), 21–37.
Reyes, M. D., & Almazan, J. P. (2021). Collaborative learning, peer modeling, and mathematics self-efficacy among junior high school students. Philippine Journal of Social Sciences and Education, 10(1), 66–80.
Richardson, M., Abraham, C., & Bond, R. (2021). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 147(2), 157–183. https://doi.org/10.1037/bul0000318 DOI: https://doi.org/10.1037/bul0000318
Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K. (2021). In search of a growth mindset pedagogy: A case study of one teacher’s classroom practices. Teaching and Teacher Education, 97, Article 103187. https://doi.org/10.1016/j.tate.2020.103187 DOI: https://doi.org/10.1016/j.tate.2020.103187
Santiago, A. R. (2021). Growth mindset and problem-solving performance in junior high school mathematics learners in CALABARZON. Journal of Educational Studies in the Philippines, 13(2), 40–58.
Sigmundsson, H., & Haga, M. (2024). Growth Mindset Scale: Aspects of reliability and validity of a new 8-item scale assessing growth mindset. New Ideas in Psychology, 75, 101111. https://doi.org/10.1016/j.newideapsych.2024.101111 DOI: https://doi.org/10.1016/j.newideapsych.2024.101111
Stohlmann, M., & Yang, Y. (2024). Integrating mindset development and scaffolding in middle school mathematics: A mixed-methods implementation study. School Science and Mathematics, 124(2), 85–98. https://doi.org/10.1111/ssm.12621 DOI: https://doi.org/10.1111/ssm.12621
Talsma, K., Schüz, B., Schwarzer, R., & Norris, K. (2021). I believe, therefore I achieve: A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance. Learning and Individual Differences, 89, Article 102021. https://doi.org/10.1016/j.lindif.2021.102021 DOI: https://doi.org/10.1016/j.lindif.2021.102021
Usher, E. L., Li, C. R., Butz, A., & Rojas, J. P. (2021). Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology, 113(5), 998–1016. https://doi.org/10.1037/edu0000548
Villanueva, L. S., & Cruz, E. R. (2024). Growth mindset and academic achievement among junior high school learners in Philippine public schools. Philippine Journal of Learning and Development, 16(1), 77–92.
Villanueva, L. S., & Santos, E. R. (2023). Mathematics self-efficacy and academic performance of Grade 9 learners in public secondary schools. Philippine Journal of Curriculum and Instruction, 15(1), 90–104.
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., … Dweck, C. S. (2022). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364–369. https://doi.org/10.1038/s41586-019-1466-y DOI: https://doi.org/10.1038/s41586-019-1466-y
Zimmerman, B. J., & Schunk, D. H. (2021). Self-regulated learning and academic achievement: Theoretical perspectives (3rd ed.). Routledge.
Zou, Y., & Mustakim, S. S. B. (2024). Influence of self-efficacy and goal orientation on academic achievements among junior high school students. International Journal of Academic Research in Progressive Education and Development, 13(2), 112–126. https://doi.org/10.6007/IJARPED/v13-i2/21230 DOI: https://doi.org/10.6007/IJARPED/v13-i3/21872
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Loraine S. Enguio, Julieta D. Francisco, EdD (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication. All articles are published under the Creative Commons Attribution 4.0 International (CC BY 4.0) License. This license permits use, sharing, adaptation, distribution, and reproduction in any medium or format, including for commercial purposes, provided that appropriate credit is given to the original author(s) and the journal, a link to the license is provided, and any changes made are indicated.
