Abstract
This study explored the growth mindset among Filipino students and its impact on mathematics performance. It utilized the data from the PISA 2022 assessment. Growth mindset has been illustrated as the belief that abilities can be developed through effort. It is identified as a critical factor that influences educational outcomes. The primary aim of this study is to identify distinct latent class profiles based on growth mindset indicators among Filipino students. Also, it examined the relationship between these profiles and mathematics performance. The study is grounded in the growth mindset theory. This theory posits that students' beliefs about their intelligence and abilities can significantly influence their academic performance. Growth mindset is classified as a concept of multidimensional because it encompasses mental, physical, emotional, and spiritual aspects. Thus, this is also explored. Data from 6,791 Filipino students who participated in PISA 2022 were analyzed. The study employed Latent Class Analysis (LCA) to identify distinct growth mindset profiles based on student responses to mindset-related questions. Following the identification of profiles, ANOVA was used to determine differences in mathematics performance among the identified groups. Based on the results, there were three latent classes were identified: Limitation Acceptors, Optimistic Learners, and Mindset Explorers. Limitation Acceptors (50% of the students) predominantly believed in fixed intelligence and performed lower in mathematics. Optimistic Learners (17%) exhibited a strong growth mindset and achieved significantly higher mathematics scores. Mindset Explorers (33%) displayed ambivalence towards fixed and growth mindset statements, with mathematics performance similar to Limitation Acceptors. ANOVA results indicated a significant difference in mathematics performance among the three groups, with Optimistic Learners outperforming the other two.