Authors : Manuel B. Ruiz; Dr. Remigilda Gallardo

Volume/Issue : Volume 10 - 2025, Issue 10 - October

Google Scholar : https://tinyurl.com/43uvbpbw

Scribd : https://tinyurl.com/mr2u2an2

DOI : https://doi.org/10.38124/ijisrt/25oct066

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Abstract : This study investigated the relationship between Growth Mindset and Academic Achievement among Grade 4 learners. Utilizing a quantitative research approach, the researcher employed the Pearson Product Moment Correlation to assess this relationship and a Multiple Linear Regression Model to identify specific indicators of Growth Mindset influencing academic outcomes. The study involved a sample of Grade 4 learners, with data collected through surveys and academic performance records analysis. The results reveal a significant moderate relationship between Growth Mindset and Academic Achievement, emphasizing the role of Growth Mindset in improving academic performance among Grade 4 learners. Further analysis identifies four key indicators—accepting feedback, viewing mistakes as opportunities for learning, setting goals and working towards them, and emphasizing the process rather than just the outcome—that significantly influence Academic Achievement. These findings have practical implications for educators and policymakers aiming to enhance academic success among Grade 4 learners. Targeted interventions can be developed to nurture these Growth Mindset indicators, fostering a learning environment where students are open to feedback, resilient in the face of mistakes, and goal-driven. Also, the study contributes to the broader literature on Growth Mindset and its relationship to academic achievement, offering insights into the specific dimensions of Growth Mindset that impact student success.

Keywords : Growth Mindset, Academic Achievement, Grade 4 learners, Accepting Feedback, Opportunities for Learning, Setting Goals.

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