Chapter 1

THE PROBLEM AND ITS BACKGROUND

Rationale

Mindset is a word being used by people in association with success and

failure. It is the word used to describe people’s perceptions and beliefs. Academic

achievement, on the other hand, is a students’ achievement in their respective

academes with respect to a school’s given academic scale.

As suggested by Dweck (2006), mindsets come in two different types. The

first type is called fixed mindset and the other one is called growth mindset. If one

self’s failure can be bothering for him or her and makes him or her doubt how good

they are, he or she may have a fixed mindset. People having this kind of mindset

always seeks to prove themselves and whenever someone says something about

the mistakes they’ve committed, they become defensive. On the other hand, if a

person wants to improve his or her ability and views failure as a part of what he or

she should work on, he or she has a growth mindset. People having this kind of

mindset show hard work and strength when they perform errors. People having a

growth mindset become motivated to work better when they commit errors.

Through a recent survey made by researchers studying the relationship

between grade 10 students’ mindsets and their achievement on a national

achievement test in Chile, it has been found out that those students having growth

mindset were three times more likely to score in the top 20% of the test. On the
 2

other hand, students having fixed mindset were four times more likely to score in

the bottom 20% of the test. (Romero, 2015).

According to Clear (2018), having a fixed mindset will lead you to avoid

problems where you might feel like a disappointment. As a result, you don’t learn

that much. However, people having a growth mindset would most probably take

such failures as challenges to do better next time.

The researchers conducted this study to be able to understand how a

student’s mindset affects his or her academic achievement. Furthermore, through

this study, people in academes will be informed about the types of mindset and

enable them to formulate new ideas to improve the quality of education they are

offering.

Theoretical Background

To validate this study, the researchers provided theories in relation to

mindset and academic achievement.

 3

Incremental Entity Walberg’s

Implicit Implicit (1981)
Theory Theory Theory of
(Dweck, (Dweck, Educational
2006) 2006) Productivity

Mindset

Academic
Achievement

Figure 1. The Schematic Diagram of the Theoretical and Conceptual Framework

of the Study
 4

Walberg’s (1981) Theory of Educational Productivity

A few educational researchers (Bennett, 1978; Carroll, 1963; Glaser, 1976;

Walberg, 1981) have proposed hypothetical models to clarify linkages existing

among learning factors and understudy's instructive results. In particular, each

hypothetical model incorporates attributes of the student, the learning condition,

and the nature of guidance the student receives (Haertel, Walberg, and Weinstein,

1983). Walberg’s (1981) theory of educational productivity was empirically tested

as one of very few theories of academic achievement. This study is tied down on

Walberg's theory of educational productivity that was tested as one of the few

theories about achievement. This theory proposes that the psychological qualities

of the students and their prompt mental conditions has an impact in their

educational outcomes (cognitive, behavioral, and attitudinal) (Reynolds and

Walberg, 1992). Further, Walberg's exploration recognized nine key factors that

impact instructive results as: student capacity/prior accomplishment, motivation,

age/developmental level, quantity of instruction, nature of guidance, classroom

climate, home condition, peer group, and exposure to mass media outside of

school (Walberg, Fraser, and Welch, 1986).

Mindset Theory – Fixed vs. Growth Mindset

Dweck (2007) suggests that entity beliefs can lead us to make rigid

judgments and can limit the path we choose to take. These beliefs are held to be

an important part of people’s motivational systems. They are held to influence the

goals that people pursue, the level of interest they maintain and the effort that they
 5

invest as well as to predict their behavior after seatbacks. Mindset refers to the

implicit theories that people hold concerning the character of intelligence behavior,

to the degree that people attribute intelligence. They attributed intelligence to the

degree of learning, effort, training and applying, they hold a "growth" theory of

intelligence. According to Dweck, there are 2 types of mindset: the growth mindset

and The Fixed mindset. Individuals with a fixed mindset tend to have an interest

solely in feedback on their success in activities to the degree that it serves to judge

their underlying ability. They believe that success depends on the amount of innate

ability that they need. They dread failure, as a result of suggested constraints or

limits that they will not ready to be overcome. Growth mindset, on the opposite

hand attributes success to learning. Therefore, individuals is not afraid of failures,

as a result of it solely signals the requirement to listen, invest effort, apply time to

observe, and master the new learning. They are assured that when such effort

they will be able to learn the ability and enhance their achievement.

Incremental Implicit and Entity Implicit Theory

The Incremental Implicit Theory (Dweck, 2006) is also called growth

mindset. Over the time, the behavior of a person is influenced by its personal

attribute, specifically when a person adore learnings and application in achieving

an objectives. On the other hand, Entity Implicit Theory (Dweck, 2006) is closely

known as fixed mindset. It featured the constant personality, intelligence and

abilities of a person that is compacted with regards of managerial or negotiation.

 6

Statement of the Problem

This study aims to understand how mindset affects the academic

achievement of the Grade 12 ABM students in the University of Cebu-Pri.

Specifically, this study answers the following questions:

1. What is the level of mindset of the students in terms of:

1.1 Fixed; and

1.2 Growth?

2. What is the academic achievement of the respondents?

3. Is there a significant relationship between the mindset and academic

achievement of the grade 12 ABM students in UC-Pri?

Null Hypothesis

At 0.05 level of significance, the hypothesis was tested.

Ho: There is no significant relationship between the mindset and academic

achievement of the grade 12 ABM students in the University of Cebu-Pri campus.

Significance of the Study

This study explored how mindset affects the academic achievement of the

selected grade 12 ABM students of UC-Pri.

Furthermore, the results of this study will be of great benefit to the following:

Students - This study can help the students to determine their type of

mindset and create their own study habits to improve their academic standing.
 7

Teachers - This study will help the teachers know what kind of mindset their

students have and can give ideas on how to make their teaching styles flexible for

both types of mindset.

Parents - This study will help the parents know what kind of mindset their

children have and provide support and encouragement in developing their mindset

towards their academic achievement in school.

Scope and Limitations

This study focuses on the relationship between the mindset and academic

achievement of Grade 12 ABM students in the University of Cebu-Pri (UC-Pri)

Campus. The researchers will categorize the Grade 12 ABM students based on

their mindsets whether they belong to the group having fixed or growth mindset.

The categorization will be completed by distributing survey questionnaires that

aims to know what kind of mindset the participants possess. The researchers will

then ask for the participants’ academic achievement. It will be compared and

analyzed to find if there is a significant relationship between the mindset and

academic achievement of the Grade 12 ABM students.

This study limits its coverage on the Grade 12 ABM students. The

participants are only the Grade 12 ABM students from UC-Pri. The researchers

focus on the potential of the participants who have a level of familiarity and can

participate more in the study. The study will be conducted in the UC-Pri Campus.
 8

Definition of Terms

The following terms are operationally and conceptually defined.

Mindset- Is a sequence of the student's self-perceptions or beliefs.

 Fixed Mindset- In a fixed mindset, individuals think that their fundamental

characteristics are simply fixed characteristics, such as their intelligence or

talent. Rather than creating them, they spend their time documenting their

intelligence or talent. They also think that without effort, talent alone

produces success. (Dweck, 2006)

 Growth Mindset- In a growth mindset, individuals think that they can

develop their most fundamental skills through devotion and hard work

brains and talent are just the starting point. This perspective generates a

love of learning and a resilience that is vital to achieving excellent

achievement. (Dweck, 2015)

Academic Achievement - reflects achievement results in school that show the

extent to which a student has achieved specific goals.

 9

Chapter 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter contains the related literature and studies that are taken from

various sources that will aid readers in expanding their understanding about the

study.

Related Literature

Fixed Mindset

Students of a fixed mindset believe that their basic abilities, intelligence,

talents, are only fixed traits. Students with a fixed mindset saw their failures as a

representation of their intelligence, whether academic or not. Moreover, the

combination of exerting effort and still ongoing failure was even more debilitating

for students; this blend left no other explanation for their inability to fixed mindset

students except perceived absence of intelligence. (Dweck, 2006) Therefore, most

often, students with a fixed mindset neglect critical feedback and feel offended by

their fellow students' success. (Saunders, 2013)

Growth Mindset

According to Dweck (2006), students understand in a growing mindset that

they can develop their talents and abilities through effort, good training and

determination. Additionally, students with a growth mindset believe that

intelligence can be changed, and that they experience and grow more through their

failures. Belief in the significance of effort enable the students having

 10

growth mindset to view failure as a source of motivation to continue learning.

(Blackwell, Trzesniewski, & Dweck 2007; Plaks & Stecher, 2007) Furthermore,

students with a growth mindset used positive feedback to enhance and

experienced from others ' success. (Saunders, 2013)

According to MacKay (2018), surviving difficult situations is not the only

thing that a growth mindset helps you with but also helping you be free to push to

your limits and develop yourself more. Also, having a growth mindset makes a

person more creative.

Academic Achievement

The academic achievement of the student occupies a very important place

both in the process of education and learning. It is considered to be a key criterion

for assessing the total potentialities and capacities that are often measured by the

results of the examination. It is used to judge the quality of education that academic

institutions are offering (Nuthana & Yenagi, 2009). Therefore, it is important to

boost confidence and self-esteem, improve study skills, as well as provide students

with the tools they need to succeed.

Related Studies

Mindset theory has a significant role in academic achievement (Dweck et.

al., 2015). For example, Dweck (2008) said that “what students believe about their
 11

brains — when they see their intelligence as something that is fixed or something

that can grow and change has profound effects on their motivation, learning and

school achievement.” The theory states that having a growth mind-set is very

necessary for at-risk students (e.g., Paunesku et al., 2015) students facing

situational challenges like school transitions (e.g., Yeager & Dweck, 2012). In line

with this, students with growth mindsets can make struggles as opportunities to

learn, whereas students with fixed and fastened mindsets are “devastated by

setbacks” (Dweck, 2008).

According to the study of Zhang et.al. (2017) the result suggests that

students mindset are related to their academic achievement and that their

academic achievement can be affected by intercession. The outcome suggests

that mindsets are receptive to learning and achievement.

Mindset is usually measured using participants’ responses to statements

like, “No matter who you are, you can significantly change your intelligence level”

and “You have a certain amount of intelligence, and you can’t really do much to

change it” using a likert-scale (Dweck, 2006). Students agree with statements

about the malleability of an attribute, the more of a growth mindset they hold.

Measures of beliefs about the importance of effort without corresponding beliefs

about the malleability of one or more human attributes were not included. Likewise,

mindset of willpower was not included because of the following reasons: (a)

willpower refers to an exerted control rather than an attribute, and (b) mind-set of

willpower focuses on beliefs about whether willpower is limited or not limited rather

than whether an attribute is stable or changes with effort.

 12

Chapter 3

RESEARCH METHODOLOGY

Research Design

This study used a quantitative research method which focuses on gathering

numerical data being analyzed using mathematically-based methods. The

gathering of data was through the use of the Dweck Mindset Instrument and the

Grading Scale being used by the University of Cebu.

This study used the survey approach of conducting a research. Specifically,

this study utilized a non-experimental research design. Moreover, a correlational

approach was used to identify how mindset affects the academic achievement of

the grade 12 ABM students in the University of Cebu-Pri campus. According to

Calmorin (1998), a correlational survey that aims to determine the relationship of

variables.

Research Locale

This study was conducted at the University of Cebu-Pri campus. Located at

J. Alcantara St., Cebu City. University of Cebu, also known as UC is one of the

pioneering educational institutions in the Visayas region. The university’s vision

statement is “Democratize quality education. Be the visionary and industry leader.

Give hope and transform lives.” Its mission is to offer affordable and quality

education responsive to the demands of local and international communities.

 13

Research Respondents

The respondents of this study were the grade 12 students of the University

of Cebu-Pri taking up ABM strand. This was practical for the researchers since

they are also from the same strand, making it easier for them to gather the data

needed.

The grade 12 ABM students of the University of Cebu-Pri has a total

population of 662. Taking that much population is not recommendable because it

was large; thus, the researchers applied a sampling method to come up with a

lesser and more acceptable number of samples. The researchers used the

𝑁𝑉+[(𝑆𝑒 )2 ×(1−𝑝)]
Calmorin’s formula (𝑆𝑠 = ) with a desired margin of error of 0.02. The
𝑁𝑆𝑒+[𝑉2 ×𝑝(1−𝑝)]

researchers arrived at a sample size of 115. To choose the final 115 sample,

stratified random sampling was applied to give every student a chance to be a part

of the sample.

Research Instruments

The instruments used to gather the data needed was a survey questionnaire

and a grading scale used as a guide to identify the students’ academic

achievement in the previous semester. The questionnaires showed results

involving both the mindset and academic standing of the students who were

chosen as respondents. The two instruments were described as follows.

 14

Dweck Mindset Instrument. This instrument was a 16 item-test

questionnaire which helped the researchers in identifying the respondents’

mindset (whether they have a fixed or growth mindset). The scale used in this

instrument is the likert scale which consists of a few declarative statements that

emphasize one’s view on a topic. With this scale, the respondents are asked to

answer as to how strongly they agree or disagree with the statements. The high

internal reliability of this measure is 𝛼 = 0.96, 𝑁 = 50. (Palazzolo, 2016)

UC Grading Scale. This instrument was used to determine the

respondents’ academic achievement in class. It contains a scale which will help

identify whether the students’ previous semester’s grades are outstanding, very

satisfactory, satisfactory, fairly satisfactory, or did not meet expectations. The

content of this instrument was based on the University of Cebu’s grading scale

which is currently being used by the educators of the said university.

Data Gathering Procedure

The researchers submitted a transmittal letter and had it signed by their

research adviser and the University of Cebu-Pri’s principal in order for them to

formally start their data gathering. The researchers made sure that the

respondents’ of their study were free during the time that they were given the

survey questionnaires for them to be able to answer the questions more efficiently.

Upon consolidation of data, the researchers analyzed the data using various

methods of inferential statistics.

 15

Data Analysis Procedure

The researchers used weighted mean in determining the type of mindset

and the academic achievement that the respondents have. Regression was also

used to predict the value of the dependent variable which is academic achievement

based upon the values of the independent variables: fixed and growth mindset. To

identify if there is a significant relationship between mindset and the academic

achievement of the grade 12 ABM students of the University of Cebu-Pri, Pearson

product-moment coefficient of correlation was used. The data gathered were

presented in tables and tabular forms to illustrate the results more efficiently.
 16

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This section presents the results and analysis of the research study. In this

chapter, the researchers move to the presentation of the findings using the

statistical treatment analysis conducted as part of this study. The findings were

then utilized to formulate recommendations and conclusions that were essential in

completing the study.

Table 1. Dweck Mindset Instrument (Fixed Mindset items)

Indicators Mean SD

12. To be honest, you can't really change how 3.47 1.340

much talent you have.
4. To be honest, you can't really change how 3.47 1.320
intelligent you are.
9. You have a certain amount of talent, and you 3.23 1.327
can't really do much to change it.
2. Your intelligence is something about you that you 3.08 1.186
can't change very much.
10. Your talent in an area is something about you 3.03 1.267
that you can't change way much.
14. You can learn new things, but you can't really 2.98 1.376
change your basic level of talent.
1. You have a certain amount of intelligence, and 2.95 1.176
you really can't do much to change it.
6. You can learn new things, but you can't really 2.83 1.444
change your basic intelligence.
Weighted Mean 3.13
Overall Standard Deviation 1.3045

Ranges for the weighted mean:

Range Description
5.15-6.00 Very High Fixed Mindset
4.32-5.14 High Fixed Mindset
 17

3.49-4.31 Quite High Fixed Mindset

2.66-3.48 Quite Low Fixed Mindset
1.83-2.65 Low Fixed Mindset
1.00-1.82 Very Low Fixed Mindset

Table 1 shows that the indicators have little difference in their mean scores.

The data demonstrates that the item saying that talent is unchangeable got the

highest mean score while the item saying that basic intelligence cannot be

changed got the lowest. All items in the table show a quite low fixed mindset.

Table 2. Dweck Mindset Instrument (Growth Mindset items)

Indicators Mean SD

3. No matter who you are, you can 4.71 .989

significantly change your intelligence
level.
8. You can change even your basic 4.62 1.039
intelligence level considerably.
15. No matter how much talent you have, 4.50 1.119
you can always change it quite a bit.
11. No matter who you are, you can 4.50 .986
significantly change your level of talent.
7. No matter how much intelligence you 4.49 1.021
have, you can always change it quite a bit.
16. You can change even your basic level 4.40 1.074
of talent considerably.
5. You can always substantially change 4.37 1.054
how intelligent you are.
13. You can always substantially change 4.30 1.125
how much talent you have.
Weighted Mean 4.48625
Overall Standard Deviation 1.050875

Ranges for the weighted mean:

Range Description
5.15-6.00 Very High Fixed Mindset
4.32-5.14 High Fixed Mindset
3.49-4.31 Quite High Fixed Mindset
 18

2.66-3.48 Quite Low Fixed Mindset

1.83-2.65 Low Fixed Mindset
1.00-1.82 Very Low Fixed Mindset

Table 2 shows that the indicators have little difference in their mean scores.

The data demonstrates that the item saying that your intelligence level can’t be

changed got the highest mean score which is interpreted as to having a high

growth mindset along with the other six succeeding items while the item saying

that talent can be changed little by little got the lowest which is interpreted as to

having a quite high growth mindset.

Academic Achievement

Table 3. Academic Achievement of ABM students based on the School Year 2018-

2019

Grade Classification F %

90-100 Outstanding 101 87.8

85-89 Very 11 9.6
Satisfactory
80-85 Satisfactory 3 2.6
75-79 Fairly 0 0
Satisfactory
Below 75 Did not meet 0 0
Expectation
Total 115 100

Table 3 presents the frequency and percentage for academic classification;

it appears that "outstanding" has the highest frequency of one hundred one (101)
 19

equivalent to 87.8 percent. It is followed by "very satisfactory" with a percentage

of 9.6 and a frequency of 11. Followed by "satisfactory" which has a frequency of

3 and a percentage of 2.6 percent. The very least in academic classification are

"fairly satisfactory" and "did not meet expectation" which both have a frequency

and percentage of 0.

Mindset and Academic Achievement

Table 4. Correlation between Mindset and Academic Achievement

Decision

Type of Mea SD R R- P= to
Mindset n Square Interpretation
Value Accept

Ho

Fixed
Mindset 3.13 .944 .169 .034 .071 accept Has no
and 04 66 significant
Academic relationship
Achievement

Growth 4.48 .721 .126 Has no

Mindset 59 64 .056 .181 accept significant
And relationship
Academic
Achievement

Table 4 shows the interpretation of the different types of mindset: Fixed and

Growth. The result shows that the p-value of fixed mindset is .071 and the growth

mindset has a p-value of .181. Based on the findings, the p-values of both the fixed
 20

and growth mindset are higher than 0.05 which means that there is no significant

relationship between mindset and academic achievement.

In relation to this, Bahnik and Vranka (2017) contended that there is no

positive connection between mindset and academic achievement.

 21

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the research work undertaken.

Subsequently, the major findings of the study are discussed. In this section, the

findings from the tests derived from the data analysis are presented. The

conclusions are drawn and the recommendations were stated to improve this

study.

Summary of Findings

First of all, the researchers have found out that the prevalent type of mindset

among the grade 12 ABM students in UC-Pri is the growth mindset.

Next, the researchers have determined the results that most of the

respondents have outstanding marks.

Also, there is no significant relationship between mindset and academic

achievement. Thus, these two variables are not correlated. The null hypothesis

showed was accepted.

Lastly, in the final analysis, the relationship between the two types of

mindsets with the academic achievement of the grade 12 ABM students in UC-Pri

have been determined and it shows that both mindsets, namely the growth and

fixed mindset has a weak uphill (positive) relationship with the respondents’

academic achievement.
 22

Conclusion

Based on the research undertaken, the researchers have found that the

prevalent mindset among the grade 12 ABM students of UC-Pri is the Growth

Mindset, having a larger mean compared to Fixed Mindset.

The result of the study proposes that regardless of the type of mindset a

student has, it does not affect their academic achievement therefore they are not

correlated with each other. This shows that a student's academic achievement is

not affected by its mindset whether fixed or growth.

Recommendations

Based on the results, the following recommendations are drawn:

This study covers mostly the highly achieving grade 12 ABM students’

population in the university. Thus, the researchers suggest that the students to be

chosen as respondents should cover students from high achievers to low

achievers. Also, the researchers suggest that the respondents should not be

limited to ABM students only but also to the other strands. The future researchers

can also add more information with mindset and find out if there is a significant

relationship between both types of mindset: fixed and growth.

 23

REFERENCES

Ahmed, S. (2019). A Growth Mindset: Essential for Student and Faculty Success.
Retrieved from https://www.facultyfocus.com/articles/philosophy-of-
teaching/a-growth-mindset-essential-for-student-and-faculty-success/

Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the Effects of Stereotype
Threat on African American College Students by Shaping Theories of
Intelligence. Journal of Experimental Social Psychology, 38, 113-125.
https://doi.org/10.1006/jesp.2001.1491

Bahnik, S. & Vranka, M. (2017). Growth Mindset is Not Associated with Scholastic
Aptitude in a Large Sample of University Applicants. Retrieved from
http://bahniks.com/files/mindset.pdf

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit Theories of

Intelligence Predict Achievement across an Adolescent Transition: A
Longitudinal Study and an Intervention. Child Development, 78, 246-263.
https://doi.org/10.1111/j.1467-8624.2007.00995.x

Cherry, K. (2019). What Mindset Is and Why It Matters. Retrieved from

https://www.verywellmind.com/what-is-a-mindset-2795025

Clear, J. (2018). How Your Beliefs Can Sabotage Your Behavior. Retrieved from
https://jamesclear.com/fixed-mindset-vs-growth-mindset

Costa, A. & Faria, L. (2018). Implicit Theories of Intelligence and Academic

Achievement: A Meta-Analytic Review. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5996155/
?fbclid=IwAR1Cs21pyRfGui0L7m02M_ZuLEB9cAf851KZFyV7MxqWzV0Y
MW_AlNTbVs

Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-
analytic synthesis of the grit literature. Journal of Personality and Social
Psychology, 113(3), 492-511. https://doi.org/10.1037/pspp0000102

David L, (2015) Mindset Theory – Fixed vs. Growth Mindset (Dweck) in Learning
Theories. Retrieved from https://www.learning-theories.com/mindset-
theory-fixed-vs-growth-mindset-dweck.html.

Devers, A. (2015). Thinking about Intelligence: How Student Mindsets Influence

Academic Performance. Rising Tide, 7. Retrieved from
http://www.smcm.edu/mat/wp-content/uploads/sites/73/2015/06/Allyson-
Devers-2015.pdf

Dweck, C. S. (2006). Mindset: The New Psychology of Success. New York, NY:
 24

Random House.

Goldstein, S.and Brooks, R. (2007). Understanding and Managing Children’s

Classroom Behavior: Creating Sustainable, Resilient Schools. New York,
NY: John Wileyand Sons.

MacKay, J. (2018). A tale of two mindsets: How a growth mindset keeps you
competitive in a changing workplace. Retrieved from
https://blog.rescuetime.com/growth-mindset-future-of-
work/?fbclid=IwAR1TEUp-
GOaJvtKMGHtTe7m3bjaSUuDyagUwOFnaCUfVKm2CuknMC3C4CLE

McGrew, K. (2008). Beyond IQ: A Model of Academic Competence and Motivation

(MACM). Retrieved from
http://www.iapsych.com/acmcewok/Walberg'stheoryofeducationalproductiv
ity.html

Mueller, C. M., & Dweck, C. S. (1998). Praise for Intelligence Can Undermine
Children’s Motivation and Performance. Journal of Personality and Social
Psychology, 75, 33. https://doi.org/10.1037/0022-3514.75.1.33

Napier, N. K., and Nilsson, M. (2008). The Creative Discipline: Mastering the Art
and Science of Innovation. Westport, CT: Praeger.

Napier, N. K., and Vuong, Q. H. (2013b). Serendipity as a strategic advantage. In

Wilkinson, T. J. (Ed.), Strategic Management in the 21st Century; Volume
1: The Operational Environment (pp. 175-199). Westport, CT:
Praeger/ABC-Clio.

Niven, C. (2016). What percentage of people have fixed mindsets? Retrieved from
https://www.quora.com/What-percentage-of-people-have-fixed-mindsets.

Romero, C. (2015). What We Know About Growth Mindset from

Scientific Research. Retrieved from
https://www.google.com/url?sa=t&source=web&rct=j&url=http://mindsetsc
holarsnetwork.org/wp-content/uploads/2015/09/What-We-Know-About-
Growth-Mindset.pdf&ved=2ahUKEwjI4eKcovjj
AhXNZt4KHQfmB1cQFjAXegQIAhAB&usg=AOvVaw0QN8--
3qKuosINFNKXbeHB&cshid=1565439004784

Sisk, V., Burgoyne, A., Sun, J., Butler, J., & Macnamara, B. (2018). To What Extent
and Under Which Circumstances Are Growth Mind-Sets Important to
Academic Achievement? Two Meta-Analyses. Psychological Science.
https://doi.org/10.1177/0956797617739704
Zhang, J. F., Kuusisto, E., & Tirri, K. (2017). How Teachers’ and Students’
 25

Mindsets in Learning Have

Been Studied: Research Findings on Mindset and Academic Psychology,
8, 1363-1377. Retrieved from
https://doi.org/10.4236/psych.2017.89089
 26

Appendix A

Transmittal Letter
 27

Appendix B

Survey Questionnaire

Dear Respondents;

Good day! We want to inform you that we are conducting a study entitled
“Relationship Between The Mindset and Academic Achievement of The
Grade 12 ABM Students in the University of Cebu-Pri.” Please don’t leave any
items unanswered. We assure that all answers you provide will be kept in strictest
confidentiality and will be used only for research-related purposes. Your
participation in this study is completely voluntary and you may choose to stop
participating at anytime. Your decision not to volunteer will not influence the nature
of your relationship to the researchers and the university.

Conforme:

I fully understand and agree to the terms and conditions set by the researchers. I
therefore attest that I answered all the questions with all honesty.

________________________________

Signature over Printed Name / Date

I. Dweck Mindset Instrument (DMI)

Directions: Read each sentence below and then mark the corresponding box that
shows how much you agree with each sentence. There are no right or wrong
answers.

SD – Strongly Disagree D – Disagree MD – Mostly Disagree

MA – Mostly Agree A – Agree SA- Strongly Agree

 28

1 2 3 4 5 6
SD D MD MA A SA

1. You have a certain amount of intelligence, and you

really can't do much to change it.
2. Your intelligence is something about you that you
can't change very much.
3. No matter who you are, you can significantly change
your intelligence level.
4. To be honest, you can't really change how intelligent
you are.
5. You can always substantially change how intelligent
you are.
6. You can learn new things, but you can't really
change your basic intelligence.
7. No matter how much intelligence you have, you can
always change it quite a bit.
8. You can change even your basic intelligence level
considerably.
9. You have a certain amount of talent, and you can't
really do much to change it.
10. Your talent in an area is something about you that
you can't change way much.
11. No matter who you are, you can significantly change
your level of talent.
12. To be honest, you can't really change how much
talent you have.
13. You can always substantially change how much
talent you have.
14. You can learn new things, but you can't really
change your basic level of talent.
15. No matter how much talent you have, you can
always change it quite a bit.
16. You can change even your basic level of talent
considerably.
 29

II. Academic Achievement

How do you likely remember your final average grade on the second
semester of the previous school year 2018-2019?

_________________

(Write your answer on the blank using the description that matches your grade
being provided by the table below.)

UC Grading Scale

Grading Scale Description

5 90-100 Outstanding
4 85-89 Very Satisfactory
3 80-84 Satisfactory
2 75-79 Fairly Satisfactory
1 Below 75 Did not meet expectations
 30

CURRICULUM VITAE

PERSONAL BACKGROUND

Name: Mary Niña C. Aliñabon

Home Address: 301-L Sikatuna St. Cebu City
Birthday: January 22, 2002
Religion: Roman Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu-Pri Campus
J. Alcantara St., Cebu City

Junior High School

Abellana National School
Osmeña Blvd., Cebu City

Elementary Education
Zapatera Elementary School
Sikatuna St., Cebu City
 31

PERSONAL BACKGROUND

Name: Andrea Kaye M. Baclayon

Home Address: Suran, Quiot Cebu City
Birthday: January 7, 2001
Religion: Roman Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu-Pri Campus
J. Alcantara St., Cebu City

Junior High School

Don Vicente Rama Memorial National High School
Macopa Street, Basak San Nicolas, Cebu City

Elementary Education
Don Vicente Rama Memorial Elementary School
Macopa Street, Basak San Nicolas, Cebu City
 32

PERSONAL BACKGROUND

Name: Niña Tricia A. Caritan

Home Address: Laguna Basak Pardo, Cebu CIty
Birthday: April 28, 2002
Religion: Pentecostal Christian
Civil Status: Single

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu-Pri Campus
J. Alcantara St., Cebu City

Junior High School

Don Vicente Rama Memorial National High School
Macopa Street, Basak San Nicolas, Cebu City

Elementary Education
Don Vicente Rama Memorial Elementary School
Macopa Street, Basak San Nicolas, Cebu City
 33

PERSONAL BACKGROUND

Name: Lean Faye C. Compedio

Home Address: Pooc, Talisay City, Cebu
Birthday: October 16, 2001
Religion: Roman Catholic
Civil Status: October 16, 2001

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu-Pri Campus
J. Alcantara St., Cebu City

Junior High School

Saint Paul College Foundation Inc.
Bulacao City, Cebu

Elementary Education
Vicenta A. Manreal Elementary School
Pooc, Talisay City, Cebu
 34

PERSONAL BACKGROUND

Name: Glaizel A. Delos Reyes

Home Address: Sanciangko Corner Borromeo St., Cebu City
Birthday: June 22, 2001
Religion: Roman Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu-Pri Campus
J. Alcantara St., Cebu City

Junior High School

Teutimo A. Abellana Sr. Memorial National High School
Bolocboloc, Barili Cebu

Elementary Education
Bolocboloc Elementary School
Bolocboloc, Barili Cebu
 35

PERSONAL BACKGROUND
Name: Amilyn B. Santillan
Home Address: Pooc, Talisay City, Cebu
Birthday: September 14, 2001
Religion: Roman Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu-Pri Campus
J. Alcantara St., Cebu City

Junior High School

Abellana National School

Elementary Education
Vicenta A. Manreal Elementary School
Pooc, Talisay City, Cebu