Mindset and Achievement: A Secondary School Perspective in Khyber Pakhtunkhwa

Abstract

This descriptive research study aimed to determine the impact of students' mindsets on their academic achievement. The population comprised students enrolled at the government secondary school level in the districts Peshawar and Charsadda of Khyber Pakhtunkhwa, Pakistan. A sample of 400 boys and 398 girl students was selected through a Multi-stage random sampling technique. The self-theory version of the implicit theories of intelligence scale developed by De Castella and Byrne (2015) was used for the study. Students' achievement scores were obtained from the annual examination 2021 result of the BISE Peshawar. It was found that Students' fixed mindset had significant and strong negative, while students' growth mindset had a significant and strong positive linear relationship with students' achievement. Both students' fixed and growth mindsets significantly and strongly predicted but students' fixed mindset negatively, while students' growth mindset positively contributed towards students' achievement. The study also revealed some gender differences.