The Mediating Effect of Mathematics Motivation on the Relationship between Mathematical Mindset and Performance
Ellame A. Jumangit *
TFS of Malandeg Elementary School, Malita, Davao Occidental, Philippines and Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
Aldwin T. Miranda
Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines and Institute of Teacher Education and Information Technology, Malita, Davao Occidental, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Students’ success in mathematics is influenced not only by cognitive ability but also by mindset and motivation. Understanding how these factors interact can help improve learning outcomes. This study investigated the mediating effect of mathematics motivation on the relationship between mathematical mindset and mathematics performance among junior high school students during the 2024–2025 academic year. A descriptive-correlational method was employed. Data were collected using two adopted survey questionnaires, with 107 Grade 10 students selected as respondents through stratified random sampling. Findings revealed that students generally exhibited a growth mindset, with some tendencies toward a fixed mindset in mathematics. They also demonstrated high levels of motivation and satisfactory performance in the subject. Furthermore, the analysis confirmed that mathematical mindset had both a direct effect on mathematics performance and an indirect effect mediated by students’ motivation. These results highlight the importance of fostering a growth-oriented mathematical mindset and nurturing students' motivation to enhance their performance in mathematics.
Keywords: Mathematical mindset, mathematics motivation, mathematics performance, junior high school, mediation