Design And Validation of Classroom-Based Mathematics Attitude and Growth Mindset Scale for Filipino Preservice Teachers

Abstract

This study designed and validated the Classroom-Based Mathematics Attitude and Growth Mindset Scale for Filipino Preservice Teachers (CMAGMS-FPT) to measure affective and cognitive dispositions toward mathematics among future educators. Guided by Dweck’s (2006) growth mindset theory and Bandura’s (1997) self-efficacy framework, the study employed a descriptive and exploratory research design involving 284 preservice teachers from a state university in the Philippines. Data were analyzed using descriptive statistics and Principal Component Analysis (PCA) with Varimax rotation. Results revealed a high overall mean (M = 3.74, SD = 0.95), indicating that preservice teachers generally exhibit positive attitudes and strong growth-oriented beliefs toward mathematics. Items with the highest means reflected high valuation of mathematics and strong endorsement of effort-based learning. Conversely, moderate ratings in fixed mindset and anxiety-related items indicated lingering beliefs about limited ability and math-related stress. The KMO value (.607) and significant Bartlett’s Test of Sphericity (χ²(300) = 2194.31, p < .001) confirmed data suitability for factor analysis. The PCA yielded nine meaningful components, including Positive Valuation of Mathematics, Growth-Oriented Efficacy, Math Anxiety and Avoidance, and Teaching Motivation and Confidence, collectively accounting for the multidimensional nature of mathematics attitudes and mindsets. The findings affirm that the CMAGMS-FPT is a psychometrically sound instrument for assessing preservice teachers’ beliefs, attitudes, and motivations in mathematics. Implications suggest integrating mindset-based interventions, reflective practices, and confidence-building strategies into teacher education programs to nurture resilient, confident, and growth-oriented mathematics educators.