https://orcid.org/0000-0003-1152-4005
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ABSTRACT
Objective
The present research assessed the psychometric validity of the Implicit Theories of Intelligence Scale (ITIS). Also, the current study examined how growth mindset is associated with academic achievement and engagement.
Methods
A sample of 538 Filipino undergraduate students with a mean age of 20.9 (SD = 2.2) took part in the study. Confirmatory factor analysis was used for the within-network construct validity while correlation analysis for the between-network construct validity. Structural equation modelling was utilised in analysing the influence of growth mindset on academic outcomes.
Results
The results indicate that the scale had good within-network validity, supporting its two-dimensional structure. The between-network construct validation revealed that growth mindset was associated with failure-is-enhancing mindset while fixed mindset was correlated with failure-is-debilitating mindset. Then, structural equation modelling revealed growth mindset predicted higher self-reported achievement through engagement. Conversely, fixed mindset was not associated with engagement, but it had a negative effect on achievement.
Conclusion
The present study provided evidence that the ITIS is a valid and reliable measure of implicit theories of intelligence among Filipino undergraduate students. Growth mindset also predicted greater achievement through engagement.
KEY POINTS
What is already known about this topic:
Adopting a growth mindset is associated with better academic performance among Filipinos.
Growth mindset does not only predict higher academic performance but it also plays a role in predicting student adjustment and mental health.
A fixed mindset is detrimental to both academic performance and psychological health among students.
What this topic adds:
The present study demonstrates that the Implicit Theories of Intelligence is a valid and reliable measure of implicit theories among Filipino university students.
The present study revealed that growth mindset is associated with the belief that failure is enhancing while a fixed mindset was linked to the belief that failure is debilitating.
Adopting a growth mindset is linked to higher perceived academic achievement through academic engagement. Meanwhile, a fixed mindset is linked to lower achievement but not to academic engagement.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Consent to participate
Informed consent was obtained prior to data collection.
Data availability statement
The data used in the study were drawn from a larger dataset in the author’s Master’s thesis. The data can be made available upon reasonable request.
Ethical approval
All procedures followed were in accordance with the ethical standards of the American Psychological Association and the Psychological Association of the Philippines.