Abstract
This study investigated the psychosocial and instructional factors that influence Filipino students’ preference for mathematics, which focused on the roles of teacher support, instructional quality and growth mindset. Despite the foundational role of mathematics in academic and career pathways, many Filipino learners exhibit low interest in the subject. Addressing this challenge, the study draws on Expectancy-Value Theory, Self-Determination Theory and Mindset Theory to examine how perceived teacher support and instructional quality serves as a statistically significant positive predictor of math preference and whether these relationships are moderated by a growth mindset. Secondary data were drawn from the 2022 Programme for International Student Assessment (PISA), involving 6,258 15-year-old students from a nationally representative sample of public and private schools in the Philippines. Instruments for measuring preference for mathematics (ST268), quality of mathematics instruction (ST272), mathematics teacher support (ST270), growth mindset (ST263) were developed and validated by the OECD. Controlling for sex and socioeconomic status, results showed that both perceived teacher support and instructional quality significantly predict students’ preference for mathematics. Furthermore, growth mindset significantly moderates these relationships: students with stronger growth mindsets benefit more from high-quality instruction and supportive teacher behaviors. These results emphasize the multifaceted nature of math preference and suggest that a growthoriented classroom culture is associated with stronger perceptions of instructional and relational supports. Implications for practice include the integration of growth mindset principles in teacher training and curriculum development, as well as prioritizing student-centered, supportive teaching methods.
Keywords: Assessment, Education, Mindset, Preference, Support.