Growth Mindset Profiles Among Senior High School Students: Academic Achievement and Stress Analysis
This research utilized person-centered methodology to examine distinct configurations of growth mindset beliefs among Filipino senior high school students and examine their relationship with academic outcomes across different specializations, moving beyond traditional fixed-growth dichotomies. K-mea...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Saint Joseph College
2025-09-01
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| Series: | Universal Journal of Educational Research |
| Subjects: | |
| Online Access: | https://www.ujer.org/vol-4-no-3/growth-mindset-profiles-among-senior-high-school-students-academic-achieve |
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| Summary: | This research utilized person-centered methodology to examine distinct configurations of growth mindset beliefs among Filipino senior high school students and examine their relationship with academic outcomes across different specializations, moving beyond traditional fixed-growth dichotomies. K-means clustering analysis was conducted with data from 1,043 Filipino senior high school students across four academic strands (STEM, ABM, HUMSS, GAS). Multinomial logistic regression examined predictors of profile membership, while moderation analyses tested contextual effects of academic strand and sex on profile-outcome relationships. Three distinct profiles emerged: Fixed Mindset (24.3%), Moderate Growth (47.7%), and Strong Growth (28.1%). Strong Growth students demonstrated significantly higher academic achievement (M = 88.9 vs. 88.1-88.2, p < .05) and lower perceived stress (M = 23.6 vs. 24.9-25.6, p < .01) compared to other profiles. Academic strand and sex predicted profile membership, with strand moderating the mindset-stress relationship specifically in STEM contexts. Notably, Moderate Growth students did not differ significantly from Fixed Mindset students on either outcome, suggesting a threshold effect for mindset benefits. This study extends growth mindset theory by revealing complex configurations of intelligence beliefs that function differently across educational contexts. These results underscore the necessity of examining both mindset orientations and educational context when designing interventions, suggesting mindset effects are context-dependent. The substantial Moderate Growth group represents a critical target for tailored interventions to strengthen partial growth beliefs into more robust mindset orientations. |
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| ISSN: | 2960-3714 2960-3722 |