Grit as a Mediator in the Link Between Growth Mindset and Achieving Lifelong Learning in Technology and Livelihood Education

Abstract

This study aimed to determine the mediating role of grit in the relationship between growth mindset and lifelong learning practices among Technology and Livelihood Education (TLE) students in the Don Marcelino District. A quantitative non-experimental descriptive-correlational design was used among 150 TLE students from five secondary schools in the Don Marcelino District, Davao Occidental. Three validated scales measured growth mindset, grit, and lifelong learning practices in TLE. Data were analyzed using mean, standard deviation, Pearson correlation, and the Sobel mediation test. Results showed very high levels for growth mindset and grit, and high levels for lifelong learning practices. Growth mindset had a significant moderate correlation with lifelong learning practices and a significant strong correlation with grit. Grit showed a significant moderate correlation with lifelong learning practices. Grit significantly and partially mediated the relationship between growth mindset and lifelong learning practices, accounting for 49.2% of the total effect. It is recommended that TLE teachers provide explicit instruction on brain plasticity and effort-focused feedback, help students set long-term goals and celebrate incremental progress, and integrate reflective journals or e-portfolios. School administrators should embed grit development into the curriculum and allocate resources for digital literacy instruction. Future research should employ longitudinal and mixed-method designs.