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Abstract
This qualitative research study explores the mechanisms through which a growth mindset influences academic performance, particularly focusing on senior high school students at Bukidnon National High School in the Philippines. The study investigates how students' beliefs about their intelligence—whether fixed or growth-oriented—affect their academic outcomes, resilience, and motivation. Guided by Dweck's Theory of Mindset, which distinguishes between fixed and growth mindsets, the research delves into the role of non-academic factors, peer influences, and social dynamics in shaping these mindsets. Data were collected through in-depth interviews with 19 senior high school students, utilizing hermeneutic phenomenology to interpret their personal experiences and academic perceptions. The findings reveal that students with a growth mindset demonstrated higher academic resilience, perseverance in overcoming challenges, and a willingness to embrace effort and learning opportunities. Conversely, students with a fixed mindset struggled with academic setbacks, viewing them as indicators of their inherent abilities. Social dynamics, particularly peer interactions, were found to significantly influence students’ mindsets, with positive peer relationships promoting a growth-oriented perspective and motivation. Teacher support and academic environment were also crucial factors in fostering a growth mindset, as constructive feedback and encouragement helped students challenge their limitations. This study contributes to understanding the complex interplay between mindset and academic performance, emphasizing the need for targeted interventions that promote growth mindsets in educational settings. The research highlights the importance of incorporating mindset principles into school curricula and teaching strategies to support students’ academic and personal development.
