ESP-3315

Published

2025-03-17

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Vol. 10 No. 3 (2025): Published

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Research Articles

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Copyright (c) 2025 Richard N. Verdeflor, Emma Q. Tenedero, Lanie M. Pacadaljen, Joy B. Araza, Abegail G. Bordios, Aeron P. Boller, Joseph B. Gonzales

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How to Cite

N. Verdeflor, R., Q. Tenedero, E., M. Pacadaljen, L., B. Araza, J., G. Bordios, A., Boller, A. P., & B. Gonzales, J. (2025). Changing mindsets of previously non-mathematics and science enthusiasts: Factors leading to shift of behaviors towards math and science. Environment and Social Psychology, 10(3). https://doi.org/10.59429/esp.v10i3.3315

Changing mindsets of previously non-mathematics and science enthusiasts: Factors leading to shift of behaviors towards math and science

Richard N. Verdeflor

College of Education, Northwest Samar State University, Calbayog City, 6710, Philippines

Emma Q. Tenedero

College of Arts and Sciences, Samar State University, Catbalogan City, 6700, Philippines

Lanie M. Pacadaljen

Graduate School, Samar State University, Catbalogan City 6700, Philippines

Joy B. Araza

College of Arts and Sciences, Samar State University, Catbalogan City, 6700, Philippines

Abegail G. Bordios

College of Education, Samar State University, Catbalogan City, 6700, Philippines

Aeron P. Boller

Costa Rica National High School, Department of Education-Region 8, SDO-SAMAR 6724, Philippines

Joseph B. Gonzales

Parañaque National High School – Main, Department of Education-SDO Parañaque City, 1700, Philippines


DOI: https://doi.org/10.59429/esp.v10i3.3315


Keywords: growth mindset; learning anxiety; mindset shift; support

Abstract

Understanding the concept of mindset shift in education is essential as it offers important perspectives on how individuals’ beliefs and attitudes toward learning transform, affecting their motivation, involvement, and overall academic success. This study examined the experiences of college students who had previously experienced apprehension toward science and mathematics. The research aimed to understand the factors that influenced their attitudes toward these subjects and the mechanisms that facilitated a shift in their mindset. College students (n=16) were purposively sampled to participate in one-on-one interviews. Several factors contributed to these shifts, including teacher encouragement, the application of real-world concepts, and positive reinforcement. These elements helped shift students’ perceptions of these subjects, developing motivation for learning and engagement. The study also emphasized the importance of social interactions, guidance, and support from teachers and peers in facilitating mindset changes. As students transitioned from a fixed mindset to a growth mindset, they were more willing to embrace challenges, view mistakes as opportunities for learning, and persist in problem-solving tasks. This mindset shift helped them sustain their academic journey, as they became more open to deal with challenges, seek guidance when necessary, and persist through difficulties. Understanding how such shifts influence students’ resilience in the face of academic challenges could also contribute to the development of targeted interventions that enhance learning outcomes and build a lifelong love for learning.

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