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Research Article

Mindset Types and Behavioral Engagement towards Mathematics among Junior High School Students in Laubach Institute

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Saharah Balabagan , Normillah Balowa , Samirah Balowa , Irma Gumacap , Nadia Sanguila , Karen Gay Dy
Psych Educ Multidisc J, 2024, 23 (7), 920-933, doi: 10.5281/zenodo.13310488, ISSN 2822-4353

Abstract

This study, conducted at Laubach Institute during the S.Y. 2023-2024, aimed to determine the mindset towards mathematics and behavioral engagement among junior high school students. The respondents were 141 students, and the study used a descriptive-correlational research design with survey questionnaires and open-ended interview questions. The data were analyzed using means, standard deviation, and Pearson r correlation at a 0.05 level of significance. The findings revealed that Grade 9 students had the highest mean value of 2.47 for a fixed mindset, rated as "disagree," while Grade 7 had the lowest mean value of 2.28, also rated as "disagree." The overall mean for a fixed mindset was 2.40. For the growth mindset, Grade 8 students had the highest mean value of 3.14, rated as "agree," and Grade 9 had the lowest mean value of 2.96, also rated as "agree." The overall mean for a growth mindset was 3.07. In terms of behavioral engagement, Grade 7 had the highest mean value of 3.41 for attendance, rated as "sometimes," while Grade 9 had the lowest mean value of 3.00. For attention, Grade 7 again had the highest mean value of 3.04, while Grade 9 had the lowest mean value of 2.91. For participation, Grade 10 had the highest mean value of 2.81, while Grade 7 had the lowest mean value of 2.69. For compliance, Grade 8 had the highest mean value of 2.93, while Grade 10 had the lowest mean value of 2.75. The study found a significant correlation between the growth mindset and behavioral engagement in terms of participation and compliance for Grade 7 students. Specifically, Grade 7 had an r-value of 0.351 for participation, interpreted as "Low Positive," and a p-value of 0.00, indicating significance. For compliance, Grade 7 had an r-value of 0.566, interpreted as "Moderately Positive," and a p-value of 0.00, also indicating significance. Grades 8, 9, and 10 had p-values greater than 0.05 for both participation and compliance, indicating no significant correlation. This suggests that younger students' growth mindsets are positively influenced by all domains of behavioral engagement.

Keywords: growth mindset, junior high school, mindset towards mathematics, fixed mindset, behavioral engagement
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Bibliographic Information

Saharah Balabagan, Normillah Balowa, Samirah Balowa, Irma Gumacap, Nadia Sanguila, Karen Gay Dy, (2024). Mindset Types and Behavioral Engagement towards Mathematics among Junior High School Students in Laubach Institute, Psychology and Education: A Multidisciplinary Journal, 23(7): 920-933
Bibtex Citation
@article{saharah_balabagan2024pemj,
author = {Saharah Balabagan and Normillah Balowa and Samirah Balowa and Irma Gumacap and Nadia Sanguila and Karen Gay Dy},
title = {Mindset Types and Behavioral Engagement towards Mathematics among Junior High School Students in Laubach Institute},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2024},
volume = {23},
number = {7},
pages = {920-933},
doi = {10.5281/zenodo.13310488},
url = {https://scimatic.org/show_manuscript/3412}
}
APA Citation
Balabagan, S., Balowa, N., Balowa, S., Gumacap, I., Sanguila, N., Dy, K.G., (2024). Mindset Types and Behavioral Engagement towards Mathematics among Junior High School Students in Laubach Institute. Psychology and Education: A Multidisciplinary Journal, 23(7), 920-933. https://doi.org/10.5281/zenodo.13310488

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