Growth Mindset and the Learner Agency Practices of Students in Flexible Learning: Towards a Quest for Sustainable Education
DOI:
https://doi.org/10.64807/z16va591Abstract
This study examined the relationship between growth mindset and learner agency practices among higher education students engaged in flexible learning modalities during the COVID-19 pandemic. Grounded in Dweck’s Growth Mindset Theory, Bandura’s Human Agency Theory, and Social Constructivism, the study conceptualizes learning as an interaction between individual beliefs, self-regulatory actions, and socially mediated learning experiences. A quantitative descriptive-correlational research design was employed involving 320 students from the Universidad de Manila selected through cluster sampling. Data were gathered using validated survey questionnaires. Descriptive statistics, ANOVA, and Pearson r correlation were utilized to analyze the data. Findings revealed a very weak correlation (r = -0.012, p > .05) between growth mindset and learner agency practices, indicating that these constructs operate relatively independently in flexible learning contexts. Despite this, students generally demonstrated high levels of learner agency, particularly in motivation, planning, and task management, while stress management remained a consistent challenge. The findings suggest that learner agency may be influenced more by contextual and experiential factors than by mindset alone. The study highlights the need for interventions that strengthen self-regulation, coping strategies, and learner autonomy in flexible learning environments.
Keywords:
growth mindset, learner agency, flexible learning, sustainable educationReferences
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Copyright (c) 2026 Virginia I. Berganio, Ronnie F. Sta. Maria, Alistair B. Selorio, Alona M. Timbre, Jackielyn B. Patarata (Author)
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