The Impact of Growth Mindset and Mathematics Anxiety on Students’ Mathematics Achievement

Abstract

This research aimed to assess the growth mindset, mathematics anxiety, and mathematics achievement of the Grade 7 students at a national high school in Mandaue City, Philippines. This study sought to determine the significant relationships among these variables as basis for an action plan. The descriptive-correlational method was used and adopted questionnaires were the primary data gathering tools. Results revealed that the level of growth mindset and mathematics anxiety experienced by the respondents is “high” which indicates that students are open to exploring new concepts that will help them maximize their potential; however, they still tend to feel anxious, i.e., taking college entrance exams, experiencing pop quizzes, and when receiving grades. The overall mean of students’ mathematics achievement is 10.88 with a standard deviation of 3.80, which indicates that the respondents performed satisfactorily. The analysis of the relationship between the respondents’ level of growth mindset and mathematics achievement had a very weak positive relationship, indicating that mathematics achievement isn’t directly predicted by growth mindset. Conversely, the analysis of the relationship between the respondents’ level of mathematics anxiety experienced and mathematics achievement manifests an inverse connection, which implies that the respondents’ mathematics anxiety varies according to their mathematics performance. This suggests that exhibiting a high level of growth mindset, yet a high level of mathematics anxiety, still disrupts mathematics performance. The results emphasize the crucial role of lowering mathematics anxiety, which would enable motivation, resilience, and improved mathematics achievement. An action plan for improvement is hereby proposed.