Academic Mindsets as Predictors of Academic Achievement among Public Secondary School Students in Nairobi County, Kenya

Abstract

In spite of the importance attached to education, poor academic achievement has continued in Kenya especially in public secondary schools. It affects the life prospects of students and also poses a challenge to parents and the society. Therefore, this study sought to establish how academic mindsets predict academic achievement among public secondary school students in Nairobi County, Kenya. The study was guided by Social Cognitive Theory of Motivation and Personality. Explanatory sequential mixed methods design was adopted. A sample of 488 participants was selected from 10 public secondary schools. Quantitative data were collected through adapted scale for Academic Mindsets and analyzed using Pearson’s Product Moment Correlation Coefficient and multiple regression. Academic achievement was inferred from student’s academic records. Qualitative data were collected through interviews and analyzed thematically. Results revealed a non-significant positive correlation between students’ academic mindsets and academic achievement (r (486) = .05, p = .27). The individual subscales of academic mindsets were significant predictors of academic achievement (F (2, 485) = 241.08, p < 0.5). The qualitative findings confirmed the obtained quantitative findings. The study has implications for teachers, parents and all stakeholders in education in developing a malleable academic mindset in learners’ right from pre-school through primary to secondary school to enhance academic achievement. Keywords: Academic Mindsets; Academic Achievement; Fixed Academic Mindset,