Mindset and Self-Control: Exploring its Relationship and Differences in Mathematics Performance

Attaining a college degree is never an easy task; throughout the process, many academic challenges and setbacks might encounter which will surely test the overall character and determination of the students to succeed. In the past, the students' academic achievement was mainly attributed to intelligence and aptitude, and only a few studies attempted to examine the relationship between non-cognitive factors and skills of learning. The current study aims to determine the relationship between mathematics performance and non-cognitive factors such as mindset and self-control. Moreover, the present study also determines if mathematics performance differs based on mindset and level of trait self-control. This study used the descriptive-correlational method of research among 272 first-year college students enrolled in mathematics subjects. The data were generated by using a survey questionnaire and were analyzed using frequency count, percentage, weighted mean, standard deviation, and Pearson r correlation. The study results reveal that mindset and self-control serve as factors in the difference in students' mathematics performance. Further, a direct positive relationship was found between growth mindset and mathematics performance. However, no significant relationship was found between self-control and mathematics performance.