The Mediating Roles of Social Connectedness and Ego Resilience on the Impact of Classroom Anxiety and Growth Mindset on Student Performance through Structural Equation Modeling Approach

Abstract

This study investigated the direct and indirect effects of classroom anxiety and growth mindset on student performance, with social connectedness and ego resilience as mediating variables, using a Structural Equation Modeling (SEM) approach. A total of 200 Junior High School learners from a public school participated by completing validated scales measuring classroom anxiety, growth mindset, social connectedness, and ego resilience. Academic performance was assessed using students’ general average grades. The model demonstrated excellent fit indices, validating the hypothesized relationships. Findings revealed that classroom anxiety negatively affected student performance both directly and indirectly through social connectedness. Growth mindset had a direct positive effect on performance and ego resilience, but not on social connectedness. Moreover, while ego resilience showed a significant direct effect on performance, it did not mediate the relationship between growth mindset and academic outcomes. Social connectedness emerged as a key mediator, significantly linking both classroom anxiety and growth mindset to student performance. These results highlight the importance of addressing emotional and social factors in educational settings. Reducing classroom anxiety, fostering supportive peer relationships, and cultivating a growth mindset are essential strategies for improving academic achievement. The study underscores the value of holistic approaches to student development, integrating cognitive, emotional, and social dimensions of learning.