The Relationship between the Mindset of Grade 12 ABM students and their Academic

Performance in Fundamentals of Accounting and Business Management

A Research Proposal

Presented to

Mrs. Yolanda R. Casas

Practical Research Teacher

Cebu City Don Carlos A. Gothong Memorial National High School

C. Padilla St.

In Partial Fulfilment of the Requirements for Practical Research

Orbiso, Kathlen M.

Rupinta, Jasmin P.

12 – ABM 3

January 2023
 CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Mindset is a set of beliefs that shape how you make sense of the world and yourself.

It influences how you think, feel, and behave in any given situation. It means that what you

believe about yourself impacts your success or failure.

Two basic types of mindsets shape our lives: a fixed mindset and a growth mindset.

A fixed mindset means you believe intelligence, talent, and other qualities are innate and

unchangeable. If you're not good at something, you typically think you will never be good at

it. By contrast, a growth mindset means you believe intelligence and talent can be

developed with practice and effort.

Mindset is a person's collection of thoughts and beliefs that shape thought habits.

The thought habits affect how you're thinking you're feeling, and what you are doing. Your

mindset impacts how you create a sense of the planet, and the way you create a sense of

yourself. This includes how people consider their intelligence, capabilities, and skills.

Along with their enthusiasm, students' adaptability to tasks can also be impacted

because their willingness to learn is linked to how they view setbacks and difficulties.

According to a scribbr (2018), the way a student approaches success and failure in the

classroom and how they view their learning potential are both indicators of their mindset. It

consequently has a significant impact on their motivation and the learning habits they will

acquire in the future.

 Fundamentals of Accountancy, Business, and Management are an introductory

course in accounting, business, and management that aims to develop their appreciation of

accounting as a language of business and an understanding of accounting concepts and

principles. It serves as the foundation of knowledge for every ABM student. In the Senior

High School strand of Fundamentals of Accountancy and Business Management, this is

regarded as one of the more difficult subjects. The researchers have heard other ABM

students talk about how hard the subject can be even before classes start.

The instructor of Fundamentals of Accounting and Business, Management recently

observed that the majority of ABM students struggle to comprehend the lessons. To

demonstrate how crucial, it is to cultivate a student's mindset, the researchers conducted a

study to examine how students' interests and academic performance in that subject are

affected by mindset.
Statement of the Problem

This study will answer how the mindset of the students tends to affect their

academic performance on the subject.

It specifically aims to answer the following questions:

1. What is the demographic profile of the respondents in terms of the following?

1.1. Age;

1.2. Sex;

2. What is the academic performance of the ABM students in Fundamentals of

Accounting and Business Management with:

2.1 Growth Mindset

2.2 Fixed Mindset

3. Is there a significant relationship between the mindset of Grade 12 ABM students

and their academic performance in Fundamentals of Accounting and Business

Management?

4. How does the common mindset affect the performance of Grade 12 ABM students in

Fundamentals of Accounting and Business Management?

Scope and Delimitation

This study mainly focused on the relationship between the mindset of Grade 12 ABM

student and their academic performance in Fundamentals Of Accounting And Business

Management. This study covers the year 2018 to 2023. The researchers limited their

respondents to selected Senior High School students in the Academic Track of Fundamentals

of Accountancy and Business, and Management at Cebu City Don Carlos A. Gothong

Memorial National High School. The respondents were chosen both male and female.
Significance of the Study

This study aims to benefit the following:

Students. They will be able to know the basic principle of their specialization subject. This

study is also useful for students. Knowing how intelligence develops makes students more

willing to learn new discoveries outside their comfort zones. It is designed to influence

students by helping them gain new perspectives on the challenges and failures they may

encounter along the way.

Parents. This will benefit from this study because they can understand how to motivate

their children to pursue knowledge despite the challenges ahead of them. They can develop

the way they see the level of intellect that their children have, and instead of being

disappointed with the academic performance of their children, they will find a way to help

the students find the motivation to continue to develop their abilities.

Teachers. They will be able to know the mindset of their students toward their academic

performance in the fundamentals of accounting and business management. Teachers can

create new teaching methods that encourage self-development. This helps teachers instill a

growth mindset in more students

Future Researchers. The result of this study can serve as the basis for further research study
 CHAPTER II

REVIEW OF RELATED LITERATURE

Introduction

Martin Seligman, one of the pioneers of positive psychology proposed one theory of well-

being that identified five key factors that support people's happiness and life satisfaction.

The acronym PERMA stands for "positive emotion, engagement, relationships, meaning, and

accomplishment." Since then, psychologists have built on this by adding healthy behaviors,

which also help people feel better. People must first believe they can make a change to

improve their health.

Psychologists have found that the beliefs we have about our abilities and potential are a

good indicator of what will happen in the future, including how well we will be doing in life.

Carol Dweck, a well-known psychologist from Stanford, has identified two important belief

systems that are connected to these beliefs: growth versus fixed mentality.

Education research shows that students' academic success is related to their ability to learn

and their determination to overcome obstacles. Indeed, professors frequently observe that

students' responses to negative feedback, such as an exam failure or a lower grade than

expected, vary (Liu et al., 2018)

 Two types of mindsets that are pretty popular are fixed mindset and growth

mindset. The fixed mindset is a fixed and unchangeable perspective (Dweck, 2019). Students

with this mindset tend to give up easily, are reluctant to face change, and want to be in their

comfort zone. They only focused on personal experience and complex accepting challenges.

The fixed mindset also discourages students from maximizing their potential, reducing their

grit level (Christiana&Sembiring, 2017). Besides being difficult to change, the fixed mindset

can hinder the process of receiving information that requires many adaptive ways of

learning. On the other hand, a growth mindset is a notion that human abilities are not fixed

but may be developed through time, and mindset research investigates the ability of such

beliefs to impact human behavior (Dweck, 2019).

The growth mindset makes students desire to face challenges and accept the change

process by trying to adapt. The growth mindset is also related to integrating information

received by a person from the environment. Individuals with a growth mindset tend to

receive academic support for the smooth learning process (Zander et al., 2018). Moreover, a

growth mindset is related to grit affecting academic achievement (Barbouta et al., 2020).

Students become open to the situation and immediately look for effective ways to deal with

challenges. Research on growth mindset is mainly associated with grit (Barbouta et al.,

2020; Kaparang et al., 2020), academic achievement (Claro et al., 2016; Rattan et al., 2015),

student performance and motivation (Cacali, 2018). The development of programs that

apply a growth mindset has also been noted to have advantages and can improve student

learning.
People who have a growth mindset hold the belief that human traits are malleable and can

be cultivated with hard work, effective strategies, and the support of others. Researchers

looked into whether interventions designed to cultivate growth mindsets could improve

academic performance given the links between growth mindsets and successful self-

regulation strategies (Brunette et al., 2020).

Students feel inferior when they pass the time limit, especially when many

classmates have graduated. The student's way of thinking is adaptable and seems to change

over time. Previous studies have considered interventions encouraging students to develop

a growth mindset. The program consists of a simple activity or task that motivates students

to adopt a new mindset. The mindset intervention improves student grades and persistence

(Yeager et al., 2019)

Dweck contends that the fixed mindset induces a sense of urgency to demonstrate

oneself and that failures may be viewed as a direct indicator of an individual's competence

and self-worth. Not only are these people more likely to judge their intelligence poorly, but

they are also more likely to treat others poorly and become weak after failing (AJ Kaijanaho,

V Tirronen., 2018). When confronted with academic difficulty, students with a more fixed

mindset are more likely to shy away from the challenge and give in, resulting in lower

academic achievement than students with a growth mindset (Destin et al., 2019)

The mindset of the students has an impact on their academic performance.

According to (kapasi et al., 2021), students tend to have growth-mindset or fixed mindset

attitude towards their intelligence. Students with a growth mindset are more likely to

believe that intelligence is malleable, while students with a fixed mindset are more likely to
believe that intelligence is fixed. For instance, the majority of the lessons in Fundamentals of

Accounting and Business Management require analysis and reading, so students must be

eager to learn them. Students may simply ignore the challenge and concentrate on other

topics during discussions if they have a fixed mindset and believe they do not understand

the material well enough. The students' performance as well as their eagerness to learn will

be impacted by this circumstance.

To increase the number of students who enthusiastically welcome challenges, schools need

to cultivate a growth mindset. When confronted with challenging tasks, the brain's activity

increases. In order for a person to learn new skills, the brain establishes new connections

between neurons. A person's well-being improves as a result of ongoing education. Their

worth increases with the number of discoveries they make.

Socrates himself admits that he is ignorant, and yet he became the wisest of all men

through this self-knowledge. Like an empty cup, Socrates is open to receiving the waters of

knowledge wherever he may find them. (Socrates)

Even philosophers believe that ignorance presents a chance for an individual to

acquire new knowledge. It is a step toward gaining a deeper comprehension of the topic.

For instance, if a student encounters difficulties while attempting to solve a Fundamentals of

Accounting and Business Management problem, the instructor may be able to assist by first

praising the student's effort and then demonstrating the correct approach. The academic

community must correctly understand how to motivate students to inspire them to engage

in new learning.
Conceptual Framework

Academic
Performance in
Fundamentals of
Accounting and
Business
Enthusiasm of the Management The responses of the
Students in the students towards
studying failures and challenges
Fundamentals of in Fundamentals of
Accounting and Accounting and
Business Management Business Management

Mindset

Factor 1. The relationship between students' attitudes, how they react to difficulties and
failures, and how enthusiastic they are about learning the Fundamentals of Accounting and
Business Management

This conceptual framework shows a student's approach to learning Fundamentals of

Accounting and Business Management can be influenced by their mindset. Students'

attitudes can have an impact on several learning outcomes, including a student's

enthusiasm for studying, their responses to challenges and failures, and their academic

performance.

Definition of Terms

To make the study easier to understand, the researchers identified several terms that

operationally define their use in this study.

1. Mindset - a set of attitudes or beliefs that respondents hold that shape how they

make sense of the world and themselves.

2. Academic Performance – This is a numerical representation of a student's

achievement in each subject at school. In this study, student academic performance

is represented by overall average scores in Fundamentals of Accounting and Business

Management.

3. Fixed Mindset -It describes how students believe that their intelligence, talents, and

personality are fixed traits that cannot be developed.

4. Growth Mindset – It refers to people who believe that their success depends on

time and effort. People with a growth mindset feel that their skills and intelligence

can be improved through hard work and perseverance.

5. Intellect - It is the ability of a person to think in a logical way

 6. Fundamentals of Accounting and Business Management - This is a specialized

subject for ABM students. In this course, students learn the Fundamentals

Accounting and Business Management, which form the basis of knowledge required

at university.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the procedures and methods for the conduct of the study. It

includes the research design, research respondents, research environment, research

instrument, administration of the test instruments, data gathering procedures, and

statistical treatment of data.

Research Design

The descriptive-comparative method was used in finding the significant difference

between the academic performance of the Grade 12 ABM students in Cebu City Don Carlos
A. Gothong Memorial National High School with a growth mindset and fixed mindset in

Fundamentals of Accounting, Business, and Management.

The survey research study was utilized to accumulate information like how their

beliefs about their degree of knowledge, their viewpoint about the difficult challenging

lessons, and how they take a look at their scores in composed tests and worksheets in

Fundamentals of Accounting, Business, and Management.

Research Respondents

The respondents of the study are Grade 12 ABM students during the school year

2022 - 2023. Through convenience sampling, the researchers believed that it would provide

an objective result from the survey and a reliable conclusion. The respondents of the study

are 124 randomly selected Senior High School students from the Academic Strand. They are

identified as male and female. CCDCAGMNHS offers Accountancy, Business, and

Management (ABM) which has four (4) sections namely ABM 1 to 4. Thirty-one (31)

students were selected for each section.

Research Environment

This study was conducted on selected Senior High School students of Cebu City Don

Carlos A. Gothong Memorial National High School. The number of students enrolled in the
above-mentioned school was taken into consideration when selecting the school. This

school is located at Candido Padilla St. Cebu City.

Research Instrument

In gathering the data relevant to the study, the researchers used a structured

questionnaire as a survey instrument to get the information they needed from the

respondents to collect the study-related data. This is a quick diagnostic tool drawn from

research-validated measures for people aged 17 and over to use to assess their mindsets.

The questionnaire contains eight (8) questions in the Likert response scale type of question.

Each question will be used to compare the beliefs of the growth and fixed mindset groups

and to determine their relationship to the academic performance of the respondents on the

said subject.

After answering the survey, the respondents were classified into two groups before

the average rating of the students in Fundamentals of Accounting, Business, and

Management was collected. More so, the survey's findings will be used to ascertain whether

students' self-confidence in their intelligence was sufficient to motivate them to persevere

and earn a high grade in Fundamentals of Accounting, Business, and Management.

Administration of the Test Instruments

To ensure that the majority of respondents attended school and were present, the

questionnaires were distributed to them during school hours. To explain the steps involved

in their research, the researchers sought the teachers' assistance. We provided a

comprehensive explanation of the study's objectives and design. The researchers also

emphasized the significance of their responses to the study to ensure the reliability of the

gathered data.

Data Gathering Procedure

The questionnaires were determined by the respondents by checking the boxes to

identify the respondents of the study; the researchers used the convenience sampling

technique. Convenience sampling is used to select the number of students in each room

that are considered as the respondents.

Statistical Treatment

The study utilizes descriptive statistics that involve tabulating, depicting, and

describing the collected data.

1. To determine the profile of respondents, a frequency, and percentage method will be

used.

P = R / N x 100

Where:

P = percentage

R = responses

N = number of respondents
2. To compute the weighted mean of the respondent’s mindset in their academic

performance in fundamentals of accounting and business management, the formula used

was:

WM = Ʃwx / Ʃw

Where:

w = weights

x = value

3. To determine the significant relationship between the mindset of students and their

academic performance, the formula used was Pearson’s

Where:

r = the degree of relationship between x and y

x = the observed data of the dependent variable

y = the observed data of the independent variable

n = size of sample
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter presents, analyzes, and interprets data gathered out of the

instruments used in the study.

Table 1. Profile of the Respondent

Frequency (N=124) Percentage (%)

Age
 17-19 113 91.13
 20- above 11 8.87
Total 124 100
Sex
 Female 82 66.13
 Male 42 33.87
Total 124 100

Table 1 shows the profile of the respondents in terms of age and sex. Eighty-two (82)

or 66.13% of the respondents were females while forty-two (42) or 66.4% of the

respondents were males. Furthermore, one hundred thirteen (113), or 91.13% of the

respondents were aged 17-19 years old while eleven (11), or 8.87% of the respondents were

aged 20 and above years old.

Table 2.1. Growth Mindset

Statement Weighted mean Verbal Interpretation

1. No matter how much
intelligence you have, you can
always change it a good deal. 4.55 Agree

3. I like my work best when it

makes me think hard.
4.50 Agree

4. I like my work best when I can

do it really well without too
much trouble. 4.36 Agree A Little

7. When something is hard, it

just makes me want to work
4.39 Agree A Little
more on it, not less.

Total 4.45 Agree

 Table 2 illustrate the growth mindset of the Grade 12 ABM students. The respondents

agreed that no matter how much intellect you have, it can always change a lot with a

weighted mean of 4.55. They also agreed that they like their work best when it makes them
Legend
Scale Weighted Mean Interpretation thinks hard with a weighted mean of
1 1.00 to 1.82 Disagree a lot
2 1.83 to 2.66 Disagree 4.50.
3 2.67 to 3.50 Disagree a little
4 3.49 to 4.32 Agree a little
5 4.33 to 5.16 Agree Furthermore, the respondents
6 5.17 to 6.00 Agree a lot
agreed a little that they like their

work best when they can do it without too much trouble with a weighted mean of 4.36.

Lastly, 4.39 of the respondents somewhat agree that they work more when faced with

difficulties.

This means that the overall weighted average was 4.45 and the overall verbal
interpretation was "agreed".

Statement Weighted mean Verbal Interpretation

2. You can learn new things, but 4.33 Agree A Little
you cannot really change your
basic level of intelligence.
 5. I work hard that I’ll learn even
if I make a lot of mistakes.
3.19 Disagree A Little

6. I like my work best when I can

do it perfectly without any
mistakes. 4.66 Agree

8. To tell the truth, when I work

hard, it makes me feel as though
3.98 Agree A Little
I’m not very smart.

Total 4.04 Agree A Little

Table 3. Fixed Mindset

Legend
Scale Weighted Mean Interpretation
1 1.00 to 1.82 Disagree a lot
2 1.83 to 2.66 Disagree
3 2.67 to 3.50 Disagree a little
4 3.49 to 4.32 Agree a little
5 4.33 to 5.16 Agree
6 5.17 to 6.00 Agree a lot Table 2 illustrates the fixed

mindset of 12th grade ABM students. The table above shows that statement no. 2 has 4.33

mean of the respondents that agree you cannot change your basic intellectual level as you

learn new things. Statement no. 5 shows that have 3.19 mean in disagree a little that they

cannot learn when they make many mistakes.

 Furthermore, it shows that 4.66 of respondents agree to like their work when they

can complete it perfectly without any flaws. Lastly, statement no. 8 has a mean of 3.98 that

respondents agree to some extent that they work hard but feels they are not smart.

This means that the overall weighted mean was 4.04 and has overall verbal

interpretation of agree a little.

Table 4. Correlation between the mindset and their academic performance.

Pearson Correlation Coefficient (r)

0.80-1.0 very strong

0.60-0.79 strong
0.40-0.59 moderate
0.20-0.39 weak
00-0.19 very weak
 The data shows that there is a positive correlation between the mindset and the

academic performance of respondents. Given the value of r=0.38, there is a very weak

positive correlation between the variables. This can be best represented by the model y=-

2.7149x+16.121. This model further suggests that for every increase in mindset of the

respondents, there is a corresponding increase to their academic performance.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter reveals the summary of the findings, conclusions, and recommendations

based on the presentation, analysis, and interpretation of the data gathered throughout the

study.

Summary of Findings

The primary objective in this study is to know the relationship between the mindset

of grade 12 ABM student towards their Academic Performance in Fundamentals of

Accounting and Business Management. The following was revealed in the study:

1. What is the demographic profile of the respondents in terms of the following?

It found that among grade 12 ABM students studying Fundamentals of Accounting,

And Business, Management, there were more female respondents than male respondents.

Most of the respondents aged 17-19 years old. There are significantly fewer male

respondents than female respondents. Most of the respondents were between the ages of

17 and 19 years old.

2. What is the academic performance of the ABM students in Fundamentals of Accounting

and Business Management with Growth Mindset and Fixed Mindset?

The results proposed the idea that the academic performance of ABM students in

Fundamentals of Accounting and Business Management is most likely to have a growth

mindset rather than a fixed mindset. According to the data, the growth mindset has a mean

of 4.45, while the fixed mindset has a mean of 4.04.

3. Is there a significant relationship between the mindset of Grade 12 ABM students and

their academic performance in Fundamentals of Accounting and Business Management?

We find that there is a positive correlation between the mindset of ABM students

and their academic performance in the Fundamentals of Accounting and Business

Management.

4. How do you feel when you work hard, does it make you smart?

Eleven (11) out of 12 respondents agreed that working harder made them feel

smarter. While one (1) of the respondents disagree that working hard doesn’t make them

feel smarter.

5. How does it feel when you learn new things?

Thirty-six percent (36%) of the respondents felt happy, great, proud, and satisfied

when they learned something new. He believes that learning new things gives him new

ideas and improves his basic intelligence.

Conclusions

Based on the indicated findings, the following conclusions were drawn:

1. This shows that the number of male respondents is significantly fewer than the number

of female respondents. Ages between 17 and 19 years old are the majority of respondents.

2. It was proven that the most of the respondents has growth mindset rather than fixed

mindset. The respondents have a positive outlook in doing their work even though they

encountered difficulties and challenges.

3. There is a significant relationship between the 12 th-grade ABM student’s mindset and

their academic performance in the Fundamentals of Accounting and Business Management.

Which may affect the performance of that subject.

4. During our Focus Group Discussion, it revealed that 11 out of 12 respondents agreed that

working harder made them feel smarter. On the other hand, one of the respondents

disagrees that working harder doesn't make her feel smarter.

5. When the respondents learn new things, they felt happy, great, proud, and satisfied when

they learn new things. One respondent said that learning new things gave him new ideas

and beliefs that it boosts his basic level of intelligence.

Recommendations

The following recommendations are proposed based on the results of the research

study about the mindset in their academic performance:

1.It is important to extend the concepts of growth mindset theory to teachers and

administrators. Studies show that the growth mindset approach is more effective in a

supportive environment. However, those interested in promoting a growth mindset

initiative may face resistance. Cultural change is difficult in any organization or system, but

understanding these challenges is the first step to finding common ground and moving

forward.

2. Creating learning environments that reinforce the view that students can master

academic subjects. Encourage deep learning. Emphasize that students who take longer to

learn will eventually come to understand things on a deeper level. Create a culture of

growth. Students need to feel that the teacher's goal is to help them learn, not to judge

them by their intelligence.

3. Instilling the principles of a growth mindset in children from an early age can be an

encouragement to prepare them for a successful life.

4. Learn from others. Understand the importance of asking for opinions and feedback. They

recognize that an outside perspective can often provide valuable insight.

5. By introducing students to a variety of teaching methods and strategies, various ranges

of learning skills that can handle a variety of challenges.

References
 Becken, D. (2020). Effects of Growth Mindset on a Student's Educational Experience.

 Gold, J.D. (2020). Implications of Mindsets on Academic Achievement.

 Burnette, J. L., Hoyt, C. L., Russell, V. M., Lawson, B., Dweck, C. S., & Finkel, E.

(2020). A Growth Mind-Set Intervention Improves Interest but Not Academic

Performance in the Field of Computer Science. Social Psychological and Personality

Science, 11(1), 107–116. https://doi.org/10.1177/1948550619841631

 Bostwick, K. C. P., & Becker-Blease, K. A. (2018). Quick, Easy Mindset Intervention

Can Boost Academic Achievement in Large Introductory Psychology

Classes. Psychology Learning & Teaching, 17(2), 177–

193. https://doi.org/10.1177/1475725718766426

 Bostwick, K. C. P., & Becker-Blease, K. A. (2018). Quick, Easy Mindset Intervention Can

Boost Academic Achievement in Large Introductory Psychology Classes. Psychology

Learning & Teaching, 17(2), 177–193. https://doi.org/10.1177/1475725718766426

 Destin, M., Hanselman, P., Buontempo, J., Tipton, E., & Yeager, D. S. (2019). Do

Student Mindsets Differ by Socioeconomic Status and Explain Disparities in Academic

Achievement in the United States? AERA Open, 5(3).

https://doi.org/10.1177/2332858419857706
 https://www.national.edu/2022/01/20/how-mindset-can-help-academic-

success/?fbclid=IwAR14M5ck7YAxCD9tlVIc_u1prk2CKI-6FR7lTXqAES2D1gc

 https://www.semanticscholar.org/paper/Effects-of-Growth-Mindset-on-a

Student's-Experience

 https://www.semanticscholar.org/paper/Implications-of-Mindsets-on-Academic-

Achievement

 https://journals.sagepub.com/doi/full/10.1177/1948550619841631?fbclid=IwAR

 https://journals.sagepub.com/doi/full/10.1177/1475725718766426?fbclid=IwAR
 Questionnaire

Name (Optional): ___________________________ Gradeand Section: _____________

Please spare a few minutes of your valuable time to answer this simple Questionnaire.

___________________________________________________________________________
1. No matter how much intelligence you have, you can always change it a good deal.
Disagree A Lot
Disagree
Disagree A Little
Agree A Little
Agree
Agree A Lot

2. You can learn new things, but you cannot really change your basic level of
intelligence.
Disagree A Lot
Disagree
Disagree A Little
Agree A Little
Agree
Agree A Lot

3. I like my work best when it makes me think hard.

Disagree A Lot
Disagree
Disagree A Little
Agree A Little
Agree
Agree A Lot
4. I like my work best when I can do it really well without too much trouble.
Disagree A Lot
 Disagree
Disagree A Little
Agree A Little

Agree
Agree A Lot
5. I like work that I'll learn from even if I make a lot of mistakes.
Disagree A Lot
Disagree
Disagree A Little
Agree A Little

Agree
Agree A Lot
6. I like my work best when I can do it perfectly without any mistakes.
Disagree A Lot

Disagree
Disagree A Little
Agree A Little
Agree
Agree A Lot
7. When something is hard, it just makes me want to work more on it, not less.
Disagree A Lot

Disagree
Disagree A Little
Agree A Little
Agree
Agree A Lot
8. To tell the truth, when I work hard, it makes me feel as though I'm not very smart.
Disagree A Lot

Disagree
Disagree A Little
 Agree A Little
Agree
Agree A Lot

(1) THE RELATIONSHIP BETWEEN THE MINDSET OF GRADE 12 ABM

STUDENTS AND THEIR ACADEMIC PERFORMANCE IN FUNDAMENTALS OF
ACCOUNTING AND BUSINESS MANAGEMENT Researchers | Hanna Gadiano -
Academia.edu