Growth mindset and achievement goal orientation in high-achieving students

Patcharee Rompayom Wichaidit; Sittichai Wichaidit; Pantipa Boonsin

doi:10.36681/tused.2025.027

Authors

Patcharee Rompayom Wichaidit Chulalongkorn University
Sittichai Wichaidit Thammasat University
Pantipa Boonsin Phitsanulokpittayakom School

DOI:

https://doi.org/10.36681/tused.2025.027

Keywords:

Growth mindset, fixed mindset, personal achievement goal orientation

Abstract

The conviction that individuals hold about their own intelligence can significantly affect their motivation and learning outcomes. This study aims to investigate students’ growth mindset and personal achievement goal orientation. Data were collected from 10th-grade students, totalling 644 (233 males and 411 females), from 19 schools in the lower northern region of Thailand participating in the Science, Mathematics, Technology, and Environment (SMTE) Programme. Two research instruments adapted for Thai use were utilized: the Growth Mindset Scale and the Personal Achievement Goal Orientation Scale. There was no statistically significant difference in the growth and fixed mindset between boys and girls. The path analysis from growth mindset to mastery goal, performance-approach goal, and performance-avoidance goal were significant. Meanwhile, the analysis from fixed mindset to mastery goal, performance-approach, and performance-avoidance goal were also significant. To predict grade point average (GPA), representing academic achievement, only the regression from mastery goal to GPA was significant. This indicated that mastery goals act as a mediator between growth mindset and GPA. The findings provide insights regarding the relationship between growth mindset and academic achievement, highlighting personal learning goals as a mediator.

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