Measuring Students' Mental Toughness and Reflection Towards Enhanced Learning in Science - Authored By: Jolette Hernandez - Bravo

MEASURING STUDENTS’ MENTAL TOUGHNESS
AND REFLECTION TOWARDS ENHANCED

LEARNING IN SCIENCE
JOLETTE HERNANDEZ- BRAVO *1
*1
Matias B. Salvador Memorial Elementary School
*1
Elementary Teacher, Matias B. Salvador Memorial Elementary School, Philippines
ABSTRACT
The study measured the influence of mental toughness and reflection
on learning to the academic performance in Science of the junior high school
students in Kakawate National High School during the first quarter of the
School Year 2022-2023. With explanatory sequential mixed methods as
research design, having 358 public junior high school students as
respondents of the study, findings showed that the junior high school
students assessed their mental toughness as a driving factor of gaining
higher performance in science having a descriptive result as very true of
them. Likewise, these students assessed their reflection for learning in
terms of value as true of them as well. Meanwhile, they assessed their
reflection for learning in terms of strategies as very true of them. On the
other hand, they assessed their reflection for learning in terms of resource
management as true of them. Hence, the academic performance of the junior
high school students in Science was described as “very satisfactory”. Based
on the findings of the study, the following conclusions were drawn: There is
a significant relationship between the mental toughness of the students and
their academic performance in Science. When the junior high school students
have resilience and confidence, they would be able to obtain higher grades in
Science. There is a significant relationship between the reflection on learning
of the students and their academic performance in Science. When the junior
high school students have the abilities to actively monitor and assess their
knowledge and performance, they would be able to get higher academic
performance in Science.
Keywords: mental toughness, reflection, self-belief, critical thinking, academic

performance, students’ learning, reflection on learning
Introduction
The academic success of students is influenced by a variety of socio-
economic aspects, such as their mental toughness and ability to think critically.
These are important factors to examine while evaluating a student's academic
performance in school. In the new normal, there are various issues and problems
that has risen alongside with the study from home set up.
Negative life events, crises, problems, and stressful situations account up a
significant portion of people's lives and are almost always unavoidable. For many
students, adversity can have a negative effect on both their physical and mental
health, and these effects are often linked to problems in their social, educational,
and work lives Because some people seem to be better at dealing with hardship than
others, researchers, policymakers, and the general public became interested in
learning more about the factors and processes that help some people keep going
when others give up (Matutino & Singson, 2020).
Students' mental toughness is an umbrella word that refers to positive
psychological resources that are important in a variety of success contexts as well as
in the domain of mental health and well-being (Lin et al., 2017). When faced with
adversity, mental toughness has been identified as a crucial individual difference
element that helps people cope more efficiently and persevere under pressure.
Mental toughness encompasses positive psychological resources that are crucial in a
variety of accomplishment scenarios.
Mental toughness shares similarity with resilience in that both concepts
promote positive adaptation in the face of adversity. However, mental toughness is
distinct from resilience in two important ways: first, resilience is a broad construct
that encompasses a range of protective processes such as biological and social
factors and is hence not directly measured but rather indirectly inferred, whereas
mental toughness is measurable as a specific set of traits. Second, the concept of
resilience presupposes the existence of risk in the environment, but mental
toughness does not. It not only relates to an individual’s reactions to risk and stress
but also entails a proactive tendency to seek out challenges for personal growth
(Gucciardi,2017).
The widespread conflation of the phrases ‘resilience' and ‘mental toughness'
are related but distinct. Mental toughness has elements of confidence and a positive
outlook on life, whereas resilience is a more reactive and immediate personality
trait. Clough et al., (2021) also question the value of resilience, claiming it is another
way of focusing on a ‘lack' or ‘fault' in kids. The current study sought to avoid this
negativity by focusing on what helps students succeed rather than what causes them
to ‘fail' (however that may be defined).
Although mental toughness has received more scholarly attention in the last
decade, a number of conceptual and methodological issues limit the findings' utility
for conceptual growth. First, the empirical focus on mental toughness in sports
situations limits generalization to other samples. Second, when studying mental
toughness outside of sports, scholars often apply sport models without explaining
why Third, with few exceptions the domain is characterized by piecemeal research
that do not fully integrate findings into a coherent model of mental toughness
(Clough et al., 2021).
Students with learning difficulties, low socioeconomic position, broken
homes, behavioral issues, frequent school switching, and contacts with teachers
who are either unprepared to address their unique requirements or annoyed by
their constant need for academic and behavioral remediation. As a result, our
system's most vulnerable students are usually overlooked or discarded.
Many of students lack academic motivation and self-confidence. This is due
to that students report that they have been told they are below average or made to
feel like failures as a result of repeated comparisons to other children. As a result of
a lack of positive feedback or attention, students lose drive to complete activities
and confidence in their talents. This is a significant issue for both students and
instructors since valuable learning time and opportunities are being missed during a
vital stage of life when adolescents move from childhood to adulthood and must be
prepared to pursue higher education, the military, or the workforce (Cavilla,2017).

Structured reflection in class assignments resulted in fewer missed
assignments and improved academic success. By encouraging students to reflect on
their own work and explain why they completed or did not complete assignments,
they can build the necessary personal insight and intrapersonal cognition for
success in educational, professional, and higher education settings (Cavilla,2017).
Reflection as the key component of an effective teacher, rather than primary or
secondary school settings. Additionally, while reflection is a form of self-evaluation,
my action research does not assess students' capacity for self-evaluation
(Cavilla,2017).
Rather than that, students are encouraged to reflect on their perceived effort
and overall task performance, a process known as metacognition, or thinking about
one's own thinking. While metacognition is a broad concept, research indicates that
learners who exhibit a greater capacity for metacognition are frequently more
successful than those who do not (Cavilla,2017).
The above-mentioned realities prompted the researcher to examine the
influence of mental toughness and reflection on learning to the academic
achievement of the students, particularly in the new normal set-up where students
have faced a lot of adjustment and challenges in terms of their studies.
Statement of the Problem

This study will determine the influence of mental toughness and reflection on
learning to the academic performance in science of students in Kakawate National
High School during the School Year 2022-2023.
Specifically, it will seek answers to the following questions:
1. How may the mental toughness of the junior high school students in the new
normal be described in terms of:
1.1 self-belief;
1.2 drive;
1.3 discipline; and
1.4 challenge mindset?
2. How may the reflection on learning of the junior high school students in the
new normal be described in terms of being:
2.1 value;
2.1.1 intrinsic;
2.1.2 extrinsic;
2.1.3 task value;
2.2 strategies;
2.2.1 rehearsal;
2.2.2 elaboration;
2.2.3 critical thinking;
2.3 resource management;

2.3.1 time and study environment;
2.3.2 effort regulation;
2.3.3 help seeking?
3. How may the junior high school students’ academic performance in Science
be described in terms of their average grade?
4. Is there a significant relationship between the mental toughness of the junior
high school students and their academic performance in Science?
5. Is there a significant relationship between the reflection on learning of the
junior high school students and their academic performance in Science?
6. What are the views and insights of the respondents as regards the
importance of mental toughness and reflection on learning on students’
academic performance in Science in the new normal?
7. What program of activities can be crafted from the results of the study?
Hypotheses
The following hypotheses will be tested in the study:
1. There is no significant relationship between the mental toughness of the
junior high school students and their academic performance in Science.

2. There is no significant relationship between the reflection on learning of the
junior high school students and their academic performance in Science.
Conceptual Framework
The extent to which mental toughness is a dispositional feature refers to
whether mental toughness is better characterized as a stable personality trait or as
a highly situation- and time-dependent mentality. This is a critical area of study
since mental toughness is necessary for good performance in competitive
workplaces and stressful situations (Gucciardi et al., 2015). The notion of
adaptability implies that altering the context in which individuals function in the
classroom environment enables individuals to perform to their full potential.
Additionally, the concept that MT can be acquired over time has important
implications for establishing training programs aimed at boosting MT in order to
increase performance and overall well-being (Gucciardi et al., 2015).
Recent studies of mental toughness that contrast between-person and
within-person variation and the involvement of genetic vs environmental factors
shed light on the extent to which mental toughness is a trait. Gucciardi et al. (2015)
measured mental toughness once a week for ten consecutive weeks. It was
determined that 44% of the variance in mental toughness was due to inter-
individual variation and the remainder was related to intra-individual variation.
Environmental contributions are also supported by behavioral genetic studies,

which demonstrate that approximately half of the variance in mental toughness is
explained by non-shared environmental factors.
Additionally, a study shown that psychological characteristics in childhood
were predictive of mental toughness levels in adolescence (Sadeghi Bahmani et al.,
2016 in Lin et al., 2017). Prosocial behavior, lower internalizing such as sorrow,
guilt, worry, and somatization and externalizing problems such as disruptive,
disobedient, and harmful behavior, and more positive peer relationships as rated by
parents and teachers at age five all predicted higher mental toughness at age 14 in
77 adolescents. These lines of data imply that mental toughness is malleable and can
be influenced by life experiences to a certain extent. (Matutino & Singson, 2020).
The extent to which mental toughness is a dispositional feature refers to
whether MT is better characterized as a stable personality trait or as a highly
situation- and time-dependent mentality. This is a critical area of study since mental
toughness is necessary for good performance in competitive workplaces and
stressful situations. The notion of adaptability implies that altering the context in
which individuals’ function (e.g., the classroom environment) enables individuals to
perform to their full potential. Additionally, the concept that MT can be acquired
over time has important implications for establishing training programs aimed at
boosting mental toughness in order to increase performance and overall well-being.
For instance, training in areas of motivational thinking such as goal setting and self-
reflection may have significant benefits in terms of increasing attendance and
academic achievement.
Certain scholars have argued in favor of multi-dimensionality, whereas
others have argued in favor of a unitary model (Gucciardi et al., 2015). At the heart
of this dispute is a critical discussion about the statistical models utilized in various
investigations. Both approaches yield a model fit that is adequate when statistical
techniques such as confirmatory factor analysis (CFA) are used, but the
unidimensional approach produces a better match. This 'better match,' however,
may come at the expense of lower discrimination and, more significantly, a
diminished focus for prospective remedies. Reduced degrees of freedom results in
fewer landing spots when calculating an individual mean (fewer feasible individual
mean values) and thus reduced sensitivity (Clough et al., 2021).
Due to this issue, simplifying a measure to satisfy arbitrary statistical
constraints, such as model fit, may result in the creation of a generic model and
score. It is worth noting that this technique is data-driven, resulting in arbitrary
statistical criteria. If the entire music is made up of indistinguishable concept pieces,
any possible action must be broad in scope and thus untargeted. A multidimensional
model permits the discovery of a gap such as poor confidence and its subsequent
improvement via a more targeted reaction. According to the authors, mental
toughness has frequently been confined to sports and performance situations. It is
believed that MT is a critical notion that needs to be demonstrated to be applicable

across a broad range of applied and theoretical disciplines. The extensive focus on
other domains like genetics is significant since it proves the theory's relevance and
consistency across a variety of psychological domains (Sadeghi Bahmani et al.,
2018).
Less is known regarding its association with psychological characteristics
and performance in non-sports contexts. The majority of the literature on these
subjects has been published in the last decade. It is precisely because of this
disparity in understanding on the relationship between MT in sport and non-sport
domains that we chose to focus our research on MT studies conducted outside of
sport settings.
Academic expectancy stress is another measure of mental toughness; it is an
unpleasant psychological situation caused by educational expectations from
parents, teachers, peers, and family members, educational systems, examinations,
and the burden of homework. Students attempt to work diligently during this
process in order to achieve high grades. If they do not succeed, they are subjected to
academic expectancy stress. Mental toughness is a foundational concept in
psychology; it refers to an individual's capacity to deal with pressure, stressors, and
obstacles.
Matutino and Singson (2020) discovered that senior high school honor
students experience a high level of academic expectancy stress. Similarly, regardless

of their demographics, honor students demonstrate a high level of mental
toughness. Additionally, there were no significant differences in academic
expectancy stress and the demographic characteristics of senior high school honor
students. On the other hand, there was a significant difference in honor students'
mental toughness and gender, but no difference in other demographics. Concerning
the relationship between academic expectancy stress and mental toughness, the
findings indicated a significant correlation between the two constructs; that is, when
students experience high levels of academic expectancy stress, they also exhibit high
levels of mental toughness.
Mental toughness is commonly referred to as the defining attribute that
enables one to thrive in challenging situations in most achievement settings (Lin et
al., 2017). As a result, it is not surprising that mental toughness is a popular and
highly valued concept, particularly in contexts where high performance underpins
innovation, success, and competitive advantage. Academic expectancy stress and
mental toughness were extremely high among senior high school honor students
enrolled in a Catholic school in Negros Occidental for the academic year 2019 -
2020, necessitating intervention to assist them in resolving their academic concerns.
The findings imply that students generally view academic expectations as a
significant source of academic stress, particularly if you are an honor student
enrolled in a Catholic school where students with academic honors receive
scholarships; thus, it became a motivating factor for students to perform well

academically. These additional examples demonstrate how discomfort enables
honor students to thrive. Despite their mental distress, they are capable of coping
with stressors and thriving. Additionally, they possess a high level of mental
toughness, which enables them to cope more effectively with academic expectation
stress; thus, programs must be developed to strengthen and reinforce their mental
toughness (Matutino & Singson, 2020).
The vast number of books in the popular press and news suggests MT is a
relevant notion for success and, more widely, individuals' lives. The public's interest
in MT has unavoidably led to an increase in scholarly interest over the last decade.
The phrase mental toughness appears in 156 publications, chapters, or conference
presentations in the Web of Knowledge database from 1900 to 2014, with over 95%
of them appearing after 2000. Most of this research has been done in sports, using
retrospective interviews with elite athletes and coaches, followed by cross-sectional
interviews or surveys. (Gucciardi et al., 2015).
In light of the fact that mental toughness is an umbrella word for several
related ideas, it is natural that a working definition would be initially broad, with the
matching model giving more specificity. With everyday challenges and stressors, as
well as big adversities, mental toughness is characterized as a personal capacity to
persistently achieve high levels of subjective such as personal goals or objective
performance such as sales, race time, capacity to persistently achieve, GPA. The
somewhat extensive explanation of mental toughness includes several crucial
assumptions that we feel help explain its meaning. Unlike prior definitions that
provide examples of the concept or are other-dependent. That is, these personal
resources or assets are interwoven, with the common conceptually identifiable
element among them being a process driving consistently high levels of subjective
or objective performance. Second, this conception assumes that mental toughness is
internal to an individual and that it is imperfectly translated into behavior or action.
A third assumption is that mental toughness is a continuous concept, with
individuals being either more or less mentally tough or having distinct profiles of
mental toughness like high in self-efficacy and optimism but low in perseverance
(Gucciardi et al., 2015). To put it simply, having more self-efficacy is connected with
having more of other resources like optimism, resilience, and hope. Also consistent
with leading stress theories major life events that threaten one's normal level of
performance or goal attainment are aligned with the key MT facets such as failing a
course, major illness or death of a loved one. MT is essential for striving, surviving,
and thriving such as sustaining high levels of performance, experiencing vitality, and
learning or performance gains (Gucciardi et al., 2015).
In the research of Cavilla (2017), if we don't ask our students to reflect on
their own work—a process that is based on internal factors and criteria—they are
more likely to remain reliant on external rewards because they will not know where
to begin to evaluate their own performance. Furthermore, students who are

explicitly taught metacognitive skills, such as written self-reflection, are more likely
to be highly interested in their schoolwork and to sustain higher levels of academic
achievement over the long term (Cavilla, 2017).
For the person, critical reflection results in cognitive change. This emphasis
on the educator's role of reflection has prompted a number of institutions of
education, maybe including our own, to integrate their students' teaching with a
high level of reflective thought and practice. According to Cavilla (2017), we believe
that teacher education programs should make critical reflection a primary objective
and integrate it throughout the curriculum. As a result, it is natural to say that the
more reflective the teacher, the more reflective the teacher will instill reflective
thinking in their students' curriculum, which is a key subject of his own research.
Despite the emphasis on developing a reflective teacher and the paucity of research
on student-centered reflection, past research indicated that one area of focus that
would benefit from reflection infusion was service learning.
He explored the 1990s blossoming service-learning movement and
emphasize the significance of reflection among student participants in order to
avoid relegating service-learning initiatives to a simply superficial addition to the
school curriculum. The authors state that the literature on experiential education
and service-learning makes clear that reflection is crucial to the learning process.
Reflection helps us understand and generalize, and it helps us build more thinking
and intentional future action. This idea of digesting experience into meaningful
learning and knowledge is not unique to service-learning; it is the reason why
reflection became a core component for preservice teachers and students
throughout the curriculum. The rationale for developing and integrating reflective
thinking within the curriculum must first be explored before we can assess its
potential benefits (Cavilla, 2017).
Student reflection has been highlighted as one of the six most effective
strategies for increasing student achievement. Students should have opportunities
to set some of their own goals, measure their own progress, demonstrate their
learning in a variety of ways, and share their learning with others. This strategy
appears to be helpful since it contributes to the development of an internal
motivation to achieve and encourages students to complete tasks for the sake of
growth and learning rather than simply to gain a mark. By encouraging students to
share their opinions and ideas regarding their academic achievement, we not only
enable them to examine their own learning, but also teach them a skill that will
serve them far beyond the classroom and into their adult lives in both professional
and social relationships. Persistent learning occurs as a result of collaborative acts
in supportive environments, which is precisely what the pedagogy of student voice
enables (Cavilla, 2017).
This is because reflection exercises promote students' sense of competence
and accomplishment while also helping them identify their weaknesses. This
sentiment is critical when discussing the potential impact of reflection as a tool to
support student growth because learning is about helping students develop the
confidence to try new concepts, persevere in the face of adversity, and use failure or
impasse to deepen their desire to find new solutions (Cavilla, 2017). Adding these
elements to curricular content transforms learning into intellectual and emotional
growth. Authentic reflection is one of the best strategies to gain student buy-in
throughout the academic spectrum. In today's assessment-driven culture, children
may experience the effects of an unintentionally fractured curriculum or a tendency
to learn solely to pass state-mandated assessments. Because of this, even in an
assessment-driven educational culture, the effects of a culture of reflection have
been found to be effective.
From the theory of Daniel Gucciardi’s Advancing Mental Toughness research
and theory and related studies and literature cited, presented and explained above,
the researcher came up with the paradigm that will serve as guide in the conduct of
the study.
Independent Variable Dependent Variable
Mental Toughness
Students’ Academic
Achievement
Reflection on Learning
in Science
Figure 1. Conceptual Framework
Figure 1 shows that the independent variables are the metal toughness and
reflection on learning. These variables, Mental Toughness and Reflection on
Learning were hypothesized to influence (as implied by the arrowhead) the
dependent variable which is the students’ academic achievement in science in the
new normal.
Significance of the Study
The study is beneficial and important in the educational arena. It helps the
educators understand the influence of students’ mental toughness and reflection in
their academic achievement in the new normal, and it will ultimately benefit the
following:
Students. They are the principal beneficiaries of the study's findings. When
the researcher establishes a link between mental toughness and reflection and their
academic achievement, this will eventually result in a shift in the appraisal of their
performance.
Teachers. The study is of great importance to the teachers because it
generates knowledge and awareness on the importance of mental toughness and
reflection in the academic achievement of the students. Further, the results of the
study could serve as a basis for teachers to consider the students’ mental status on
improving and designing plans for teaching in the new normal.
School Administrators. The findings can make the school administrators
concrete evidence on the influence of mental toughness and reflection in the
academic achievement of the students. They can include the variables under study
in their plan of activities for improvement and development in mental toughness
and reflection to positively influence the academic achievement in the new normal.
Future Researchers. Results of the study will serve a reference for
researchers who have the same interests. Findings of this study will help the future
researchers to fully understand the influence of mental toughness and reflection in
the academic achievement of the students.
Scope and Limitation of the Study
The study determined the influence of mental toughness and reflection on
learning to the academic performance in science of students in Kakawate National
High School in the City of San Jose Del Monte, Bulacan during the School Year 2022-
2023.
The mental toughness of the junior high school students in the new normal
was described in terms of self-belief, drive, discipline, and challenge mindset. On the
other hand, the reflection on learning of the junior high school students in the new
normal was described in terms of value, intrinsic, extrinsic, task value, strategies,
rehearsal, elaboration, critical thinking, resource management, time and study
environment, effort regulation, and help seeking.
The respondents of this study were the Grade 9 junior high school students
in
Kakawate National High School, San Jose del Monte City, Bulacan. The study was
conducted in the 1st quarter of School Year 2022-2023.
Location of the Study

This study was conducted in Kakawate National High School, San Jose del
Monte City, Bulacan. It was bult in 2005 and situated at the mountainous range of
the San Jose del Monte City in barangay Paradise III. During its early years, it was
only composed of 277 students from first year to fourth year high school with only
10 teachers and 5 classrooms and with the supervision of Engr. Danilo A. Casas as
the officer-in-charge. Currently, it is composed of 1320 students from Grade 7 to
Grade 12, with 52 teachers and was under the supervision of Mr. Junarlito P.
Rondina as principal.
Source: https://en.wikipedia.org/wiki/San_Jose_del_Monte#/media/File:Ph_fil_san_jose_del_monte.png
Figure 2. Map of Paradise III San Jose del Monte City, Bulacan
Definition of Terms
To shed the light in understanding, the following operational definitions are
hereby presented.
Academic performance. This refers to the measurement of student
achievement across various academic subjects. Teachers and education officials

typically measure achievement using classroom performance and results from
standardized tests.
Challenge mindset. It refers to the student's positive response to pressures
and challenges and how they understand the occurrences. Students with this trait
are willing to deal with problems, keep going even when things get hard, learn from
criticism, and are inspired by the success of others.
Critical thinking. It refers to the student’s mental alertness to solve problem
and to reach a conclusion.
Discipline. It refers to student’s life working with integrity and adhering
strictly to rules and regulations, cultural norms, and core beliefs.
Drive. Drive is a pressing basic need that must be satisfied. It is typically
generated by stress, insufficiency, or imbalance in the student's body that causes
them to want to act.
Effort regulation. It refers to the students' persistence in completing a task
when confronted with a challenging task.
Elaboration. It refers to the process of further developing or presenting a
theory, policy, or system.
Extrinsic. It refers to the value associated with motivation that influences
the students extrinsically.

Help seeking. It refers to an adaptive coping mechanism that refers to the
process of attempting to receive external support in order to address a mental
health condition.
Intrinsic. It refers to student’s work values, as they represent the desired
content of one's activity rather than its general circumstances. It focuses on the
individual's development and capacity to fulfill their work.
Mental toughness. It refers to the students’ ability to endure adversity while
remaining hopeful and competitive.
Reflective learning. It refers to how the student examines and reflects on
their own learning experiences after they have completed them.
Rehearsal. This refers to trial performance of a student's preparation for
applying skills and talents for learning.
Resource management. It refers to the method through which students
manage their numerous resources successfully.
Self-belief. It refers to the students’ confidence to complete activities and
attain goals.
Strategies. It refers to the students' plan of action for achieving a long-term
goal.
Task value. It refers to students' idea on how to do a particular task.

Time and study environment. It refers to the student’s physical,
psychological, and social factors that affect the students’ well-being as a student and
how they feel about their studies.
Value. It refers to the perceived significance a student places on an object, a
concept, a person, or anything else in their life. It assists in making the best
decisions under challenging circumstances, enhancing decision-making ability.

METHODOLOGY
The information about the research and sampling procedures that was utilized by
the researcher are provided in this chapter. The research design that was employed, as
well as the data gathering techniques, and data analysis scheme are also discussed in this
chapter.
Research Design
In this study, the explanatory sequential mixed methods research design was used
to determine the influence of mental toughness and reflection in the academic
achievement of the students during the new normal school setting. The explanatory
method was divided into phases for quantitative and qualitative data collection.
Typically, quantitative findings are utilized to drive participant selection and question
formulation during the qualitative phase. This technique makes use of qualitative data to
explain early quantitative findings; thus, it is vital to link quantitative and qualitative data
collection.
Qualitative interviews are occasionally undertaken following the gathering of
survey data to assist in understanding unclear, contradicting, or a typical survey replies.
The technique for data gathering was divided into two stages: quantitative and qualitative
sampling. Either, determining which quantitative findings to track and who to interview.
It is predicated on quantitative results. This determined by significant interrelated
variables, insignificant discoveries, or simply demography. Using demographic data, the
researcher finds that various socioeconomic groups respond differently to dependent
variables. Thus, qualitative data gathering was utilized to categorize respondents before
to the quantitative phase. Additionally, it is uncertain if the quantitative and qualitative
samples were mixed. Since the design was created with the intention of delving deeper
into the quantitative findings, the qualitative follows to describe the mechanism which
one of this design's strengths. This technique conducted distinct analyses of quantitative
and qualitative data. After analyzing quantitative and qualitative data, the researcher
joined the two databases. This was proven through a sequential design in which
qualitative data assists in the follow-up of qualitative data. Quantitative data was utilized
to inform the second phase's sampling strategy and qualitative questions. This was done
through an open-ended inquiry in which each database complements the others and data
collecting can take place over time. (Creswell & Creswell, 2018).
Data Gathering Techniques
Prior to the collection of the needed data, the researcher first obtained
authorization from the head of the City of San Jose del Monte Bulacan schools division
to conduct the research in Kakawate national High School. Upon the receipt of the
approved permit, the researcher collaborated with the school principal to schedule the
date and time for administration of questionnaire and data collection.

The researcher conducted a closed-ended questionnaire in order to obtain
quantitative information. Instead of standard procedures such as surveys and polls, semi-
structured interviews were conducted in order to obtain qualitative information.
Respondents were asked questions from an open-ended questionnaire that was created by
the researcher in order to address some of the problems that were addressed in this
chapter during a face-to-face interview.
Data from both quantitative and qualitative sources for the study were gathered,
and the results were analyzed in detailed.
From the quantitative data gathering, the questionnaire utilized and consist of two
parts. Part I is the Mental Toughness Scale adapted from Crampton (2015) rated with
Likert Scale of 5 Very True of Me (VTM), 4 True of Me (TM), 3 Somewhat True of Me
(STM), 2 Slightly True of Me (ST), and 1 Not True of Me (NT). This contained items on
self-belief, drive, discipline, and challenge mindset. Part II is the Reflection on Learning
Scale adapted from Hariri, Karwan, Haenilah, Rini, and Suparman, (2021) that was rated
with 5 and with verbal description of Very True of Me (VTM), 4 True of Me (TM), 3
Somewhat True of Me (STM), 2 Slightly True of Me (ST), and 1 Not True of Me (NT).
This contained items on values as intrinsic, extrinsic, and task value. The items on
strategies include rehearsal, elaboration, critical thinking, resource management, time and
study environment, effort regulation, and help seeking.
Meanwhile, for the academic achievement of the students in Science, the
researcher obtained their grades in the first grading period from their respective teachers.
Sampling Procedures
Universal sampling or total enumeration was utilized in the study. All Grade 9
students (358) in Kakawate National High School were the source of the quantitative
data.
Meanwhile, 1 student per section or 9 Grade 9 students were chosen at random
from the group of performing students per class to participate in the semi-structured
interview who were the source of qualitative data.
Table 1. Distribution of Respondents of the Study
Sex
Section Total
Male Female
1. 9- Aphrodite 24 16 40
2. 9- Apollo 19 21 40
3. 9-Athena 20 20 40
4. 9-Eros 22 17 39
5. 9-Hera 19 19 38
6. 9-Hercules 21 21 42
7. 9-Orpheus 16 22 38
8. 9-Poseidon 22 18 40
9. 9-Zeus 20 21 41
Total 183 175 358
Data Analysis Scheme
After collecting all the questionnaires, these were organized, tallied, tabulated,
and analyzed using some statistical tools.

Descriptive statistics such as range, mean and standard deviation were computed
to describe the students’ academic achievement in Science in the new normal.
Weighted mean was computed to describe the students’ mental toughness and
reflection on learning amidst pandemics.
Correlation analysis was performed to determine if significant relationship existed
between the students’ mental toughness and reflection on learning and their academic
achievement in Science in the new normal.
For the results of semi-structured interviews with the junior high school students,
content analysis was utilized to analyze these data.
CHAPTER III
RESULTS AND DISCUSSIONS
This chapter deals with the presentation, analysis and interpretation of the data
collected and the results of the statistical treatment employed in the study with a purpose
of determining the influence of mental toughness and reflection on the academic
performance of high school students in Science.
The Mental Toughness of the Junior High School Students

Mental toughness is the ability to endure adversity while remaining hopeful and
competitive. Students who exhibit these characteristics are aware of and capable of
controlling their emotions. This enables people to think coherently under pressure. One
way to address with this problem is to get students to talk to themselves in a positive and
helpful way.
The assessments of junior high school students regarding mental toughness in
terms of self-belief, drive, discipline, and challenge mindset are summarized in Tables 2
to 5.
Self-Belief
Self-belief is a student’s confidence to complete activities and attain goals. When
students judge themselves as capable of achievement, their probability of achieving
success improves. In the meantime, students' negative self-evaluations diminish their
chances of success.
Table 2. The Mental Toughness of the Junior High School Students in terms of Self-
Belief
Responses = 358
Item Statement Mean VD
5 4 3 2 1
1. I believe I have what it takes to
48 69 61 83 97 2.69 STM
achieve my goals in Science.
2. I am confident in my ability to
consistently produce good performance 52 51 68 87 100 2.63 STM
in Science.
3. When faced with a setback, I believe
56 48 71 86 97 2.66 STM
on my ability to overcome it.
4. I believe in my ability to deliver
39 47 43 110 119 2.38 ST
under pressure.
5. I believe in my ability to consistently 52 38 76 78 114 2.54 ST
produce good performance in Science.
Overall Mean 2.58 ST
Legend:
Scale Verbal Description
4.21 – 5.00 Very True of Me (VTM)
3.41 – 4.20 True of Me (TM)
2.61 – 3.40 Somewhat True of Me (STM)
1.81 – 2.60 Slightly True of Me (ST)
1.00 – 1.80 Not True of Me (NT)
Table 2 displays the mental toughness of the junior high school students in terms
of self-belief.
Seen from the table that item “I believe I have what it takes to achieve my goals
in Science” yielded the highest computed weighted mean of 2.69 with a verbal
description of “slightly true of me”. On the other hand, the item “I believe in my ability
to deliver under pressure” obtained the lowest computed weighted mean of 2.38 with a
verbal description of “slightly true of me”. The overall mean was registered at 2.58,
which is verbally described as “slightly true of me”.
The results indicate that junior high school students still need to build on their
self-belief, particularly in how well they can overcome the obstacles presented by the
activities and achieve their goals. They still require a substantial amount of drive to push
themselves to believe they can accomplish great things independently. As a result, they
lack confidence in their ability to succeed and are hesitant to engage in learning or take
chances for academic progress. Significantly more of them are prone to negative
thinking, whereas most of them establish impossible demands for themselves.

In conformity with this study of Saguni (2022) examined the effect of self-
confidence on prosocial behavior and religion among IAIN Palu (State Islamic Institute
of Palu) students. The research demonstrated that the variable of self-confidence
significantly affected the prosocial attitude of IAIN Palu students. The prosocial behavior
of a student exhibits cares and concern for other students through behaviors that help
other students. Moreover, IAIN Palu students' religiosity is significantly influenced by
their self-assurance. As stated, "self-confidence" is an attitude or belief in one's skills that
make a person less worried about doing things, free to go after what he wants, willing to
take responsibility for his actions, and polite in social situations.
In the conducted interview, the students were asked whether they
demonstrated self-belief. Many of these students stated that they might express
their self-belief in various ways, like when they used to participate in their
activities. Others mentioned that they are confident and know they can succeed
under pressure.
Drive
Drive is a pressing basic need that must be satisfied. It is typically generated by
stress, insufficiency, or imbalance in the student's body that causes them to want to act.
Students may be driven by their passion for a subject, earlier success in a particular topic,
a desire to please their parents or teachers, or simply by their means of achieving success.
Table 3. The Mental Toughness of the Junior High School Students in terms of
Drive
Responses = 358
5 4 3 2 1
1. I am determined to achieve my goals
129 88 63 40 38 3.64 TM
in Science.
2. I have a strong desire to improve my
195 89 32 31 11 4.19 TM
performance in Science.
3. When faced with a setback, I am
124 87 108 21 18 3.78 TM
determined to overcome it.
4. I want to test myself against the
27 63 103 58 107 2.57 ST
toughest of opposition.
5. I have the motivation to achieve my
123 89 63 56 27 3.63 TM
goals in Science.
Overall Mean 3.56 TM
Legend:
3.41 – 4.20 True of Me (TM)
Table 3 shows the mental toughness of the junior high school students in terms of
drive.
The item "I have a strong desire to improve my performance in Science" obtained
the highest computed weighted mean of 4.19 with a verbal description of "true of me."
The item with the lowest computed weighted mean was "I want to test myself against the
fiercest resistance," obtained a mean of 2.57 with a verbal description of "slightly true of
me." The overall mean was registered at 3.56 which is verbally described as “true of me”.
Based on these results, students in junior high are motivated to complete the
assignment. It is reasonable to expect that the pressure and sense of inadequacy they
experienced would encourage them to act and contribute more. Many have the
impression that they are driven to act in response to the issues they are presented with,
particularly if they are coerced into doing so. It is reasonable to suppose that they take
part in a variety of activities and that they engage in those activities fully. On the other
hand, if it is determined that they did not carry it out, their innate drive will not be
aroused.
Congruent to the present study, Lin-Siegler et al. (2016) expressed that motivation
occurs at every point in the learning and achievement process. External rewards, school
surroundings, and personal ambitions and interests motivate students. They found that
students' ideas about themselves, their environment, and what it takes to excel in
intellectual activities might influence their motivation and academic performance.
Changing these assumptions can affect academic motivation and performance. It explores
a potential but underexplored method to boost student motivation and to learn in schools:
designing and implementing psychologically informed instructional activities to influence
student attitudes and beliefs. It indicated a sincere effort to understand the instructional
processes that promote motivation and learning in schools.
In the conducted interview, the students were asked how they encourage
themselves to accomplish their goals. Many of these students stated that they constantly
affirm their ability to succeed. Others indicated that they maintain a list of their goals in
order to evaluate their progress. In addition, several students stated that if they succeed in
a given purpose, they also reward themselves in some way.
Discipline
Discipline refers to training designed to develop desirable mental and behavioral
tendencies. Student life necessitates working with integrity and adhering strictly to rules
and regulations, cultural norms, and core beliefs. It is the source of numerous other
qualities and traits. Life achievement necessitates orderliness, which is referred to as
discipline.
Discipline
Responses = 358
5 4 3 2 1
1. I take responsibility for my
289 42 13 9 5 4.68 VTM
performance in science.
2. I have a strong work ethic in studying
202 96 21 18 21 4.23 VTM
Science.
3. I am committed to doing all that it
163 48 39 84 24 3.68 TM
takes to achieve my goals in science.
4. I am willing to sacrifice other things
69 51 85 47 106 2.80 STM
to achieve my goals in science.
5. I can motivate myself in doing
109 93 48 67 41 3.45 TM
Science tasks.
Legend:
3.41 – 4.20 True of Me (TM)
The mental toughness of the junior high school students in terms of discipline are
presented in table 4.
Gleaned that the item "I take responsibility for my performance in Science" has
the highest computed weighted mean of 4.68 with a verbal description of "very true of
me". In contrast, the item "I am willing to sacrifice other things to achieve my goals in
Science" received the lowest calculated weighted mean of 2.80 with a verbal description
of "somewhat true of me". The overall mean was calculated at 3.77 which is verbally
described as “true of me”.
The results indicated that junior high school students are disciplined when it
comes to their attention in accomplishing their goals, especially those that are imminent.
Notably, they demonstrate it through their academic participation and performance by
completing their tasks and attaining their objectives. They have shown how they instruct
themselves to concentrate. Evidently, they adhere to a discipline that prioritizes their
work. However, they must still work on compromising other things to remain focused
and accomplish more of their goals.
Compared to the results of the study, Anderson et al. (2019) said that even though
many studies have shown a link between exclusionary discipline and bad outcomes for
students, this link is likely complicated by other factors related to the misbehavior or risk
of a disciplinary referral. Despite the fact that large number of confounding factors were
taken into account, sensitivity checks show that the estimated relationships between
consequences and academic outcomes may still be affected by selection bias in the type
of consequences.
In the conducted interview, the students were asked, "How do you exhibit
discipline in order to attain your goals?" Many of these students reported being conscious
of their responsibilities as students. Other students stated that while they are accountable
for their performance, they would also bear the consequences if they failed. Several
respondents said that they continuously remind themselves of their goals. Furthermore,
several students responded that they are eager to do whatever it takes to improve
themselves.
Challenge Mindset
A challenge mindset is characterized by a student's positive response to pressures
and challenges. This does not imply that they manipulate the events; instead, it refers to
how they understand the occurrences. Students with this trait are willing to deal with
problems, keep going even when things get hard, learn from criticism, and are inspired by
the success of others.
Challenge Mindset
Responses = 358
5 4 3 2 1
1. I thrive on the pressure of competition. 89 64 74 63 68 3.12 STM
2. For me, challenges are opportunities to
187 78 41 23 29 4.04 TM
test myself.
3. I see the pressure of competition as an
119 74 99 32 34 3.59 TM
opportunity to challenge myself.
4. I see tough challenges as situations
123 85 71 36 43 3.58 TM
where I could improve myself.
5. When under pressure, I remain in
230 51 41 23 13 4.29 VTM
control of my performance.
Legend:
3.41 – 4.20 True of Me (TM)
Table 5 shows the mental toughness of the junior high school students in terms of
challenge mindset.
Examination of the data reveals that the item "when under pressure, I remain in
control of my performance" has the highest computed weighted mean of 4.29 with a
verbal description of "very true of me." The statement "I thrive on the pressure of
competition" had the lowest calculated weighted mean of 3.12, with the verbal
description "somewhat true of me". The overall mean was calculated at 3.72, which is
verbally described as "true of me".
The results indicate that junior high school students possess a challenging
mindset, which they exhibit in their activities and performances in their studies. They
have shown strong resilience under the pressure at hand to continue doing what they
intend to do. They tend to see growth opportunities whenever they do it, even with the
stress. They should keep doing this, though, until they've done whatever they see as a
challenge in finishing it.

In relation to the present study, Yeager & Dweck (2020) defined the growth
mindset as the belief that intelligence can be developed. After examining the major
lessons acquired from these concerns, they found that large-scale studies, including
preregistered replications and investigations conducted by third parties, warrant
confidence in research on the growth mindset. However, the consequences of mindset
differ greatly between people and settings.
In the conducted interview, students were asked how they challenged themselves
to complete the current task. Many of these students indicated that they would be
confident in their performance if they achieved success. In addition, many of them stated
that they must work even harder in the future if they fail in their endeavor
The Reflection on Learning of the Junior High School Students
Reflection of learning is a type of education wherein the students evaluate and
reflect on their learning experiences after finishing. It enables students to comprehend
material/experience concerning themselves, others, and the conditions that formed the
material/experience; to reimagine material/experience for future personal or social gain.
Reflective learners enable them to take a step back from what they are learning to
cultivate their critical thinking skills by analyzing their experience and enhancing their
future performance.
The assessments of the reflection on learning of junior high school students
regarding their value, strategies and resource management are summarized in tables 6 to
14.
Value
Values refer to the perceived significance a student places on an object, a concept,
a person, or anything else in their life. It assists in making the best decisions under
challenging circumstances, enhancing decision-making ability. It stimulates students'
awareness as they develop their values and interests. It thus contributes further to the skill
development of students. Therefore, values are vital since they facilitate individual
development and growth. Additionally, it empowers people to construct the future they
choose. Each day, every individual and every organization make hundreds of decisions.
The reflection on the learning of junior high school students in terms of intrinsic,
extrinsic, and task values is presented in Tables 6 to 8.
Intrinsic
Intrinsic values are the inverse of extrinsic work values, as they represent the
desired content of one's activity rather than its general circumstances. It focuses on the
individual's development and capacity to fulfill their work.
Table 6. The Reflection on Learning of the Junior High School Students in terms of
Value as to Intrinsic
Item Statement Responses = 358
Mean VD
In Science… 5 4 3 2 1
1. I prefer course material that really
challenges me so I can learn new 236 41 40 24 17 4.27 VTM
things.
2. I prefer course material that arouses
my curiosity, even if it is difficult to 178 86 39 18 37 3.98 TM
learn.
3. the most satisfying thing for me is
trying to understand the content as 231 51 32 27 17 4.26 VTM
thoroughly as possible.
4. I choose assignments that I can learn
from even if they don't guarantee a 136 91 62 31 38 3.72 TM
good grade.
5. I prefer a topic that will improve my
231 52 39 21 15 4.29 VTM
solving abilities.
Legend:
3.41 – 4.20 True of Me (TM)
Table 6 shows the reflection on learning of the junior high school students in
terms of value as to intrinsic.
The data shows that the item "I prefer a topic that will improve my solving
abilities" has the highest computed weighted mean of 4.29 with a verbal description of
"very true of me". The lowest calculated weighted mean was 3.72 for the statement, "I
choose assignments that I can learn from even if they don't guarantee a good grade," with
a verbal description of "true of me". The overall mean was registered at 4.10, which is

The results imply that junior high school students adhere to their intrinsic values,
valuing what they do regardless of the presence or absence of external circumstances.
They display a preference for the learning materials they are required to utilize. They
want to comprehend what will be advantageous for their education and will continue to
cherish it. They are more concerned with what they must learn than what they must
acquire via their activities and performances.
Relevant with the present study, Ryan & Deci (2020) have found the importance
of intrinsic and extrinsic motivation for students. It was seen that addressing students'
fundamental psychological needs for autonomy, competence, and relatedness strengthens
their inherent motivation and well-internalized types of extrinsic motivation, which
predict a variety of positive outcomes across a wide range of educational levels and
cultural contexts. Teachers are affected and restrained by regulatory mandates,
institutional constraints, and leadership styles, and the results demonstrated a dynamic
relationship between teacher and student motivation. Even though a lot of research shows
how important it is for students and teachers to be able to meet each other's emotional
needs in the classroom, many educational policies and practices around the world still
rely on old motivational models that don't work.
In the conducted interview, students were asked about the intrinsic value they saw
in the course materials and assignments. Many of these students asserted that the course
materials and assignments provided to them contain a variety of rewards that can be used
for learning. Other students said they received the intrinsic value of having learned new
things and gotten new ideas from experience; they became more interested in the issue,
got better at science, and were able to solve problems.
Extrinsic
Extrinsic value refers to the worth of something that influences students from
outside themselves. The student is inclined to learn or accomplish not by personal interest
or the desire to grow, but by the desire to please others by satisfying the expectations of
parents, teachers, or criteria such as the desired grade.
Value as to Extrinsic

Mean VD
1. getting a good grade is the most
241 36 38 27 16 4.28 VTM
satisfying thing for me right now.
2. my main concern is getting a good
238 31 43 24 22 4.23 VTM
grade.
3. I want to get better grades than most
216 62 36 23 21 4.20 TM
of the other students.
4. I want to do well because it is
important to show my ability to my 222 49 36 32 19 4.18 TM
family and friends.
5. getting a good grade is very
important for me to get Science related 187 63 42 47 19 3.98 TM
course in college.
Legend:
3.41 – 4.20 True of Me (TM)
terms of value as to intrinsic.

The data reveals that the item "getting a good grade is the most satisfying thing
for me right now" has the highest computed weighted mean of 4.28 with a verbal
description of "very true of me". The lowest calculated weighted mean was 3.98 for the
statement," getting a good grade is very important for me to get Science related course in
college," with a verbal description of "true of me". The overall mean was registered at
4.17, which is verbally described as "true of me".
Findings demonstrate that junior high school students are focused not only on the
value of their actions, but also on the value of what they will acquire because of their
actions on their learning. For them, grades are the most common form of extrinsic
motivation that serves as an incentive for future benefits and opportunities. In addition,
they recognize that everything they do in school serves a greater purpose. They want the
favor of others, especially their parents, to whom they dedicate their achievements.
This conforms with the present study of Garn et al. (2017) explored distal and
proximal change factors in students' behavioral and emotional participation. Thereafter, it
was discovered that early emotional engagement was a predictor of control and extrinsic
value assessments and enjoyment and boredom. Extrinsic value predicted enjoyment
positively, but control predicted anger negatively. Finally, a pattern of correlations
between enjoyment, boredom, and variations in involvement was discovered.
In the conducted interview, the students were asked what external benefits they
perceived from working with the course materials and assignments. Many students
mentioned that they are their high marks are the main advantage they gain from their
coursework and assignments. In addition, several responded that if they receive good
grades, they know they are doing well. Moreover, students stated that their loved ones
and friends would be pleased with them and their skills. Furthermore, they can also
continue with their science-related course in college.
Task Value
Task value refers to students' perceptions of a task's interest, utility, significance,
and expense. It means that the idea was made to describe how motivated a student is to
do a particular task.
Value as to Task Value

Mean VD
1. the knowledge that I gained can be
254 29 32 19 24 4.31 VTM
used in other subjects.
2. it is important for me to learn the
241 33 29 38 17 4.24 VTM
course material.
3. I am very interested in the content
159 78 47 51 23 3.84 TM
area.
4. the lessons presented in the books are
241 51 28 21 17 4.34 VTM
useful to learn.
5. the concepts that I will learn will be
249 58 19 21 11 4.43 VTM
very useful in my life.
Overall Mean 4.23 VTM
Legend:
3.41 – 4.20 True of Me (TM)
terms of value as to task value.
Reflected from the item statement that most of it received a verbal description of
“very true of me”, including the overall mean.
The item "the concepts that I will learn will be very useful in my life" had the
highest computed weighted mean of 4.43, except the statement "I am very interested in
the content area," was the lowest computed weighted mean of 3.84 with the verbal
description "true of me."
The findings suggest that students in junior high school place a significant value
on their work, particularly in terms of the interest, utility, and significance they attributed
to it. Undoubtedly, motivated to complete a specific task given to them. They are aware
that everything they do adds to their learning, and their teachers take the necessary steps
to ensure that they are well-equipped to learn from their experiences.
In conjunction with the result of the current study, Rosenzweig et al. (2019)
evaluated Eccles and colleagues' expectancy-value theory (EVT) of motivation to
understand and improve student learning. EVT says students' success expectations and
task values affect their motivation, academic achievement, and activity choices. Recent
research suggests that students' perceptions of task costs affect their academic
achievements. They analyzed perceived costs alongside expectations and ideals. They
define expectations, task values, and cost, explain how they grow and relate, and explore
how they predict students' academic behavior, performance, and choice. Then, they look
at studies that helped students do better in school by focusing on their expectations,
values, or perceptions of costs.
In the conducted interview, the students were asked about what benefits do you
perceive from working with the course materials and assignments. Many students stated
they might utilize the information from these tasks and course materials in other subjects.
Other students mentioned that they are their problem-solving abilities and mathematics
are related. In addition, several responded that they understand the lesson's material and
the book's value as a learning tool; they are all very beneficial to them personally.
Strategies
Strategies refer to the students' plan of action for achieving a long-term goal. It
assists them at the beginning of comprehending the learning process. It enables students
to avoid their areas of weakness and perform to their full potential. It encourages flexible
thinking and teaches students the value of adapting their methods to various challenges.
The reflection on the learning of junior high school students in strategies in terms
of rehearsal, elaboration, and critical thinking is presented in Tables 9 to 11.
Rehearsal
Rehearsal refers to a rehearsal or trial performance of a student's preparation for
applying skills and talents for learning. Thus, this is the method for developing a student's
desired skill. It aids students in concentrating more intently on their skills, enables them
to comprehend and perform properly, and gives them time to reflect on their inadequacies
to progress over time.
Strategies as to Rehearsal
Responses = 358
5 4 3 2 1
1. When I study Science, I practice
saying the material to myself over and 241 38 28 37 14 4.27 VTM
over.
2. When studying Science, I read my
class notes and the course readings over 257 43 29 18 11 4.44 VTM
and over again.
3. I memorize key words to remind me
263 51 17 11 16 4.49 VTM
of important concepts in Science.
4. I make lists of important terms in
248 49 19 13 29 4.32 VTM
Science and memorize the lists.
5. I compute extra problems in Science
211 41 36 46 24 4.03 TM
books during my vacant time.
Legend:
3.41 – 4.20 True of Me (TM)
terms of strategies as to rehearsal.
The data analysis reveals that most of the item and the overall mean obtained a
verbal description of “very true of me”, the statement "I memorize keywords to remind
me of important concepts in Science" has the highest computed weighted mean of 4.49.
Whereas statement "I compute extra problems in Science books during my vacant time"
had a lowest weighted mean score of 4.03. The overall mean was registered at 4.31.
The results imply that junior high school students utilize the rehearsing strategy to
their advantage. They realize that if they practice, they will be able to complete the
comprehension and skill-testing activities that will be administered. They prepare for
forthcoming classwork at their leisure and on their own time. Additionally, they farther
what is expected of them to practice their learning.
In accordance with the present study, Anthony et al. (2015) evaluated the variety
of possibilities for prospective teachers to practice and explored the role of professional
noticing during rehearsal activities. They demonstrated how the rehearsal process
highlighted components of professional noticing, including making students' thinking
visible, prompting and responding to student thinking, and integrating mathematical
concepts. Examining exemplars of each components and demonstrated how the
mathematics teacher educators' coaching moves supported learning. They concluded that
the learning community's collaborative interactions during rehearsals validated more than
the "desired" teaching orientation toward professional noticing. These initiatives further
elucidated the "how," "why," and "what effect" this orientation has on certain math
learners.
In the conducted interview, the students were asked how important practice to
their academic success is. Many of these students said they always have time to practice
reading notes and other materials. Other students mentioned that they continue to commit
in their memory all the important keywords. In addition, several responded that they have
a list of words that they have mastered and like to work on problems on their free time.
Elaboration
Elaboration is the process of developing or presenting an idea, policy, or system
in greater detail. It assists students in making connections between new and existing
knowledge. Asking students to respond to "Why?" questions allows them to think more
deeply about new concepts and explore the relationships between them and related topics,
enhancing the quality of their learning.
Strategies as to Elaboration
Responses = 358
5 4 3 2 1
1. When I study Science, I pull together 226 47 36 24 25 4.19 TM
information from different sources,
such as lectures, readings, and
discussions.
2. I try to relate ideas in Science to
those in other subjects whenever 230 51 36 24 17 4.27 VTM
possible.
3. When reading for Science, I try to
relate the material to what I already 268 36 29 17 8 4.51 VTM
know.
4. When I study Science, I write brief
summaries of the main ideas from the
209 57 36 28 28 4.09 TM
readings and the concepts from the
lectures.
5. I try to understand the material in
Science by making connections 207 63 41 28 19 4.15 TM
between the readings and the concepts.
Legend:
3.41 – 4.20 True of Me (TM)
terms of strategies as to elaboration.
The item "when reading for Science, I try to relate the material to what I already
know" had the highest computed weighted mean of 4.51 with a verbal description of
"very true of me." The statement with the lowest computed weighted mean of 4.09 was
"when I study Science, I write brief summaries of the main ideas from the readings and
the concepts from the lectures" with a verbal description of "very true of me." The overall
mean was registered at 4.24 which is verbally described as “very true of me”.
The results imply that junior high school students practice the art of elaboration
whenever they learn something. They do research for possible connections between what
they know and what they have been taught in school to further understand what they have
been taught. They seek it as it allows them to see the connections between what they've
learned and prior knowledge. The quality of learning is improved when students are
prompted to think critically about the material, they are studying by being asked to
respond to "why?" inquiries.
As stated with the present study, Howe et al. (2019) proved that classroom
dialogue significantly impacts student outcomes. Specifically, exchanges affect the
optimal patterns requiring open questions, elaboration of previous contributions, reasoned
discussion of competing viewpoints, and linkage and coordination across contributions.
Moreover, classroom dialogue impacts metacognitive engagement and high student
participation. If students contributed actively, elaboration and probing of past
contributions were linked to curricular mastery and attitudes.
In the conducted interview, the students were asked about How important it is to
develop the concepts to your study. Many of these students stated that the concepts,
material, lectures, various sources, and discussions were essential for them. Other
students mentioned that they are used to gathered all of these for more effective learning.
In addition, several responded that wherever possible, they relate science to other areas.
Moreover, each class, they noted down all the necessary.
Critical Thinking
Critical thinking is the analysis and evaluation of a problem objectively to reach a
conclusion. It can help students better understand themselves, allowing them to avoid
negative or restricting beliefs and concentrate more on their abilities. Expressing one's
thoughts can improve one's quality of life.
Strategies as to Critical Thinking
Responses = 358
5 4 3 2 1
1. I often find myself questioning things
I hear or read in Science to decide if I 112 48 62 73 63 3.20 STM
find them convincing.
2. When a theory, interpretation, or
conclusion is presented in Science
98 121 58 60 21 3.60 TM
readings, I try to decide if there is good
supporting evidence.
3. I treat the lecture provided in Science
books as a starting point and try to 99 103 47 52 57 3.38 STM
develop my own ideas about it.
4. I try to play around with ideas of my
own related to what I am learning in 87 97 107 41 26 3.50 TM
Science.
5. Whenever I read or hear an assertion
or conclusion in Science, I think about 81 113 55 61 48 3.33 STM
possible alternatives.
Overall Mean 3.40 STM
Legend:
3.41 – 4.20 True of Me (TM)
terms of strategies as to critical thinking.
The data analysis reveals that the statement "when a theory, interpretation, or
conclusion is presented in Science readings, I try to decide if there is good supporting

evidence" has the highest computed weighted mean of 3.60 with the verbal description of
"true of me." The statement "I often find myself questioning things I hear or read in
Science to decide if I find them convincing" had a weighted mean score of 3.20, which
was the lowest of the calculated mean with a verbal description of "somewhat true of
me". The overall mean was registered at 3.40, which is verbally described as "somewhat
true of me".
The results indicate that junior high school students have demonstrated critical
thinking skills, which they have applied by making sense of the information they have
encountered. It occurs when they are studying, evaluating, interpreting, or synthesizing
what they learned and employing creative thought to construct an argument, solve a
problem, or come to a conclusion. They are able to comprehend what they are learning,
as opposed to passively receiving it. They are not merely complacent when it comes to
learning; instead, they do surpassing to ensure learning takes place. Whenever a new
concept is introduced, they have the propensity to think creatively.
In connection with the present study, Holmes et al. (2015) investigated on how
students demonstrate they possess 21st-century-relevant critical thinking skills. Students
in an experimental condition were regularly encouraged to make quantitative
comparisons across data sets and between data and models and to take action based on
these comparisons, a technique common to the sciences. These guidelines gradually
disappeared from the course. After the instructions were removed, students in the
experimental condition were 12 times more likely to spontaneously propose or implement
improvements to their experimental procedures than students in the control condition,
who engaged in conventional experimental activities. In the experimental condition,
students were also four times more likely to recognize and explain a shortcoming of a
physical model using their data. Students in the experimental condition demonstrated
significantly more advanced data reasoning.
In the conducted interview, the students were asked about the significance of
critical thinking in the academic setting. Many of these students said critical thinking is
necessary for effective learning, as they were required to consider and link divergent
concepts and ideas. Other students have noted that if anything is brought to their attention
or discussed, they will find evidence to support it. In addition, several respondents stated
that they used to build their opinions about one subject concerning the other. In addition,
they consistently reach judgments and occasionally consider alternatives.
Resource Management
Resource management is the method through which students manage their
numerous resources successfully. It assists them in optimizing themselves by revealing
their responsibilities, availability, project time requirements, talents, and more. Students
can arm themselves with the knowledge required to distribute projects or activities
appropriately and equitably to the appropriate resources.

The reflection on the learning of junior high school students in resource
management in terms of time and study environment, effort regulation, and help seeking
is presented in Tables 12 to 14.
Time and Study Environment
Time and Study Environment refers to the physical, psychological, and social
aspects that influence student well-being and how they feel about their studies and their
academics. Engagement in the learning environment boosts students' attention and focus,
fosters meaningful learning experiences, stimulates higher levels of student performance,
and inspires students to use higher-level critical thinking abilities.
Resource Management as to Time and Study Environment
Responses = 358
5 4 3 2 1
1. I usually study in a place where I can
247 64 18 18 11 4.45 VTM
concentrate on my Science work.
2. I make good use of my study time for
209 91 26 22 10 4.30 VTM
Science.
3. I make sure I keep up with the
weekly readings and assignments in 202 86 23 31 16 4.19 TM
Science.
4. I always find time to review my notes
236 58 22 23 19 4.31 VTM
or readings before an exam in Science.
5. I often spend very much time in
222 63 39 18 16 4.28 VTM
Science because of many activities.
Legend:
3.41 – 4.20 True of Me (TM)
terms of resource management as to time and study environment.
The data shows that the item "I usually study in a place where I can concentrate
on my Science work" has the highest computed weighted mean of 4.45 with the verbal
description of "very true of me." Meanwhile, the statement "I make sure I keep up with
the weekly readings and assignments in Science" had a weighted mean score of 4.19,
which was the lowest calculated mean with a verbal description of "true of me". The
overall mean was registered at 4.31, which is verbally described as "very true of me".
Results imply that students in junior high school placed a reasonable amount of
value on the academic environment in terms of the amount of time and space allocated
for studying. They can mentally transport themselves to a time and space where they
believe the most beneficial learning can occur. They focused on learning, which is
outcome of their effort for the academic environment that they are in. As a result,
involvement has a vital role about their studies in terms of time and space.
Relevant with the present study, Lindblom et al. (2016) investigated how time
constraints affect students and teachers in cooking activities during Home and Consumer
Studies lessons of varying lengths, emphasizing the students' experiences. It was revealed
that the significance of finishing on time appeared entrenched in most students in all
classes and that procedure was valued more than the cooking process. In addition,
knowledge of cooking and time management appeared crucial for performance on

school-related duties. The students presented numerous approaches to dealing with the
time constraints, such as accelerating the cooking process through various means.
In the conducted interview, students were asked why time and study environment
should be considered. Many of these students stated that when it comes to learning, time
and the environment should be given more consideration, for it helps them to focus on
what they are thinking. Other students mentioned that they could stay on track in their
studies with the help of these two components (time and study) and their notes,
readings, and assignments.
Effort Regulation
When confronted with a difficult task, effort regulation refers to a student's
determination to complete the assignment. It is connected to their sense of self-efficacy
and is a crucial aspect of their intellectual engagement. Students who are intellectually
engaged are interested in what they are learning in school, want to study, and put in a lot
of effort in their academic fields.
Resource Management as to Effort Regulation
Responses = 358
5 4 3 2 1
1. I often feel motivated when I study
189 62 48 43 16 4.02 TM
Science.
2. I work hard to do well in Science. 132 87 47 48 44 3.60 TM
3. When the lesson in Science is
133 55 63 56 51 3.46 TM
difficult, I don’t give up.
4. Even when lessons in Science are 69 89 78 96 26 3.22 STM
dull and uninteresting, I manage to keep
working until I finish.
5. I always see to it that I accomplish
135 69 59 36 59 3.52 TM
my Science tasks before going to bed.
Legend:
3.41 – 4.20 True of Me (TM)
terms of resource management as to effort regulation.
The data reveals that the item "I often feel motivated when I study Science" has
the highest computed weighted mean of 4.02 with a verbal description of "true of me."
The lowest calculated weighted mean was 3.22 for the statement, "even when lessons in
Science are dull and uninteresting, I manage to keep working until I finish," with a verbal
description of "very true of me." The overall mean was registered at 3.56, which is
Congruent to the findings, junior high school students are capable of self-control
regarding their motivation and focus when studying. Student’s mindset makes people feel
that they engage in growth and learning development. Despite the odds, they are
confident that what they are concentrating on their studies. This helps them and that they
should keep their attention fully. They prioritize fulfilling the work assigned to them
before moving on to the next level.

In connection to the present study, León et al. (2015) examined, using structural
equations, if autonomy would predict autonomous motivation, which has a beneficial
effect on effort control and deep processing, and whether these factors would predict
math achievement. Students will be autonomously motivated to engage in self-regulated
learning when they perceive their coursework to be worthwhile and enjoyable, and when
the classroom environment and teachers are responsive and supportive. Autonomous
motivation motivates students to engage in in-depth information processing and to endure
and put effort into their studies, even when the school subject or study becomes tedious
or arduous. Ultimately, self-regulation of effort leads to improved mathematics
achievement.
In the conducted interviews, students were asked about how they self-regulate
their study habits. Many of these students reported that they maintain control over their
study habits by resisting the impulse to quit when a course is tough, or they do not
understand it. Other students stated that they are continually searching for the most
efficient method of learning. In addition, several respondents indicated that they still
complete assignments even when the course is occasionally uninteresting.
Help Seeking
Students seeking help is an adaptive coping method that refers to seeking external
support to overcome a mental health condition. It's one of the many things they do to
learn better, like study more, organize their studies, take notes, outline their notes and
readings, review, choose interesting tasks, and control their expectations by, for example,
lowering their goals.
Table 14. The Reflection on Learning of the Junior High School Students in terms
of Resource Management as to Help Seeking
Responses = 358
5 4 3 2 1
1. Even if I have trouble learning the
lesson in Science, I try to do the work 180 54 16 57 51 3.71 TM
on my own, without help from anyone.
2. I ask my Science teacher to clarify
227 48 52 17 14 4.28 VTM
concepts I don't understand well.
3. When I can't understand lessons in
Science, I ask another, my classmate for 196 62 44 24 32 4.02 TM
help.
4. I identify my classmate/s whom I can
192 68 36 31 31 4.00 TM
ask for help if necessary.
5. I seek help from my older siblings
when I can’t answer or solve problems 249 31 28 32 18 4.29 VTM
in Science modules.
Legend:
3.41 – 4.20 True of Me (TM)
terms of resource management as to help seeking.
Indicated in the item "I seek help from my older siblings when I can't answer or
solve problems in Science modules" has the highest computed weighted mean of 4.29
with a verbal description of "very true of me." The lowest calculated weighted mean was
3.71 for the statement, "even if I have trouble learning the lesson in Science, I try to do
the work on my own, without help from anyone," with a verbal description of "true of
me." The overall mean was registered at 4.06, which is verbally described as "true of
me".
Exemplify in the results that junior high school students seek reinforcement to the
people surrounding them so that they may accomplish the task successfully. They focus
to learning whenever they have difficulty, they have an option to clarify the lesson
especially to their teachers. They tend to do collaborations with their classmates in the
context of peer teaching or think-pair share of what they have learn what they seek to
clarify and what they have learn from one another. When they got home, they consult
with reliable person to ask if they are completely successful done in their activities and
tasks. However, it is noted that they also ensure that consultation would be the last resort
for they would rather be at their own understanding and skills.
In accordance with the present study, Elizabeth et al. (2016) reported that the
students' achievement exam revealed that peer teaching promotes students' achievement
in
science and that 100 percent of the interviewed department heads feel peer teaching
improves performance. Peer instruction increases students' drive to learn mathematics,
their comprehension of mathematical ideas, and their confidence, according to the study's
findings. Students should be able to form discussion groups where they can teach each
other, especially at the end of each course. This is a great way for students to deal with
the difficulty of a rigorous math curriculum.
In the interview, the students were asked how they sought academic assistance.
Many of these students reported that they used to accomplish their work on their own but
that anytime they faced a problem or required assistance, they always sought their
teacher's assistance. Other students remarked that their teacher was the trusted person to
clarify things or lessons that they did not comprehend. In addition, a number of
respondents indicated that, when possible, they consult their peers or older siblings for
assistance.
The Junior High School Students’ Academic Performance in Science

In this part of the study, the academic performance of the junior high school
students which was measured in terms of their average grades in the first grading period
are shown in Table 15.
Table 15. Distribution of Respondents According to Academic Performance
f
Grade Percent Verbal Description
(N=358)
90 and above 99 27.65 Outstanding (O)
85 – 89 71 19.83 Very Satisfactory (VS)
80 – 84 127 35.47 Satisfactory (S)
75 – 79 61 17.04 Fairly Satisfactory (FS)
74 and below 0 0.00 Did Not Meet Expectations (DNE)
Range 75 – 96
Mean 85.01
Verbal Description Very Satisfactory (VS)
Standard Deviation 9.83
Table 15 reveals that most students (35.47%) had grades between 80 and 84,
which can be described verbally as "satisfactory." In the interim, a substantial number
(27.65 percent) were "outstanding," ranging from 90 or higher, while 19.83 percent were
"very satisfactory," ranging from 85 to 89. Meanwhile, 17.04 percent of students had
grades between 75 and 79 and were verbally described as "fairly satisfactory." Moreover,
neither of the respondents had a score of 74 or below with a verbal description of "did not
meet expectations."
Students' grades ranged from 75 to 98, with a mean of 85.01 (very satisfactory)
and a standard deviation of 9.83. According to these findings, 243 students obtained
grades from 75 to 95. These results also show that the grades of the students in Science is
heterogenous.
From these findings, despite the challenges and obstacles that the students
encountered because of the transition to the new normal, they were nonetheless able to
achieve very satisfactory outcomes in Science. This means that the students are already
used to their surroundings.
The Relationship between Mental Toughness of the Junior High School Students
and
their Academic Performance in Science
Table 16 present the results of the correlation analyses which were performed to
determine the relationship existed between mental toughness of the junior high school
students and their academic performance in science.
Table 16. Results of Correlation Analysis on the Relationship between Mental

Toughness of the Junior High School Students and their Academic Performance in
Science
Mental Toughness Academic Performance

self-belief 0.381**
(0.009)
drive 0.689**
(0.000)
discipline 0.674**
(0.000)
challenge mindset 0.547**
(0.008)
Legend: ** = highly significant (p≤0.01) Numbers in the upper entry are correlation values (r-values)
Numbers enclosed in parentheses are probability values (p-
values)
Interpreted in the results that highly significant relationship was found between
junior high school students’ mental toughness in terms of self-belief, drive, discipline and
challenge mindset and their academic performance in science. This highly significant
relationship was brought about by the fact that the computed probability values that
ranged from 0.000 to 0.009 for these variables are less than the 0.01 level of significance.
Further perusal of the tabulated results reveals that direct relationship (as implied by the
positive sign of the correlation values that ranged from 0.381 to 0.689) existed between
the above mentioned variables. This indicates that as the level of mental toughness in
terms of self-belief, drive, discipline, and challenge mindset increases, the level of their
academic performance in science also increases.
The results show that high school students who are mentally tough can keep going
when things get hard and still be optimistic and competitive in their tasks. Their learning
is apparent because they achieve success due to their efforts. In addition to being self-
aware, they can also regulate their thoughts. In this way, they can maintain logical
thinking even when under duress. They used a constructive and helpful approach to
dealing with the issue within themselves. Hence, this contribution would earn a good
reward for better performance in school.
In conjunction with the present study, Lin et al. (2017) stated, concerning the
evidence claimed, that mental toughness (MT) has been associated with high
performance in times of intensive competition. It was related to improved grade point
averages. Taking into account age and gender, it projected individual income inequalities.
Therefore, it is associated with healthy psychological resources, which are essential for
academic and professional achievement.
In the conducted interview, students were asked if they thought that the mental
toughness affects their academic achievement in science. Majority of the students agreed
that their mental toughness affects their academic performance. Other students said that
self-confidence and discipline required for learning, their willingness to learn new things,
and their capacity for self-challenge have a significant impact on their achievement.
The Relationship between of the Reflection on Learning of Junior High School
Students and their Academic Performance in Science
Table 17 presents the results of the correlation analyses which were performed to
determine the relationship existed between of the Reflection on Learning of Junior High
School Students and their Academic Performance in Science.

Table 17. Results of Correlation Analysis on the Relationship between Reflection
on Learning of the Junior High School Students and their Academic Performance in
Science
Reflection on Learning Academic Performance

Value
intrinsic 0.588**
(0.000)
extrinsic 0.649**
(0.000)
task value 0.721**
(0.000)
Strategies
rehearsal 0.588**
(0.000)
elaboration 0.637**
(0.000)
critical thinking 0.667**
(0.000)
Resource Management
time and study environment 0.871**
(0.000)
effort regulation 0.354**
(0.008)
help seeking 0.621**
(0.000)
Legend: ** = highly significant (p≤0.01) Numbers in the upper entry are correlation values (r-values)
Numbers enclosed in parentheses are probability values (p-
values)
Manifested from the results that highly significant relationship was found between
reflection on learning of the junior high school students and their academic performance
in science. This highly significant relationship was brought about by the fact that the
computed probability values that ranged from 0.008 to 0.000 for these variables are less
than the 0.01 level of significance. Further analysis of the tabulated results reveals that
direct relationship (as implied by the positive sign of the correlation values that ranged
from 0.354 to 0.871) existed between the aforementioned variables. This indicates that as
the level of Junior High School Students’ reflection for learning in terms of value,
strategies, and resource management increases, the level of their academic performance
in science also increases.
The findings suggest that students’ ability to evaluate their learning in terms of
value, strategy, and resource management is a factor in their success in junior high
school. They excel effort, evaluate and reflect on what they've learned after completing
the task, which results in remarkable outcomes. This allows them to step back from their
studies and reflect on what they have learned. As a result help them to develop their
critical thinking abilities and improve their future performances, as seen by their
excellent marks.
In conformity with the current findings, Cavilla (2017) claimed that neither
concept showed any statistically significant link; however, the qualitative analysis offers
guidance for teachers on the value of student reflection. Noteworthy, he expresses that
reflective activities do not have a negative impact on student motivation or academic
achievement.
Also, exercises that get students to think about themselves have more of an
emotional effect on them than a mental one.
In the conducted interview, students were asked how well they did in science
were related. Many of the students responded that they are certain that the assessment of
their academic development and learning is interrelated since they are aware of their
value, their abilities, and what they are worth. Other students said that they are able to
expand on topics, engage in frequent practice, and apply higher order thinking to their
studies. Also, some of the students who answered said they always make sure they have
enough time and a quiet place to concentrate, plan their schedule, and get help when they
need it.
Results of the study revealed that Self-belief and Critical Thinking garnered the lowest
computed weighted mean. This only shows that the junior high school students lack self-
belief and critical thinking in studying their lessons. Hence, the researcher offers the
program of activities which is presented in Table 18.
Table 18: Proposed Program of Activities Based on the Results of the Study.
Program Activity Time Persons Expected

Involved Outcome
Frame
A. Project I Value - Integration of Year- Teachers Life values

Science- Values round and strengthenin
Strengthening Education in Students g. Students
Student’s Self-
Science as learn not
belief through part of the only the
consistent values “Across particular
integration in Curriculum science
every discussion.
Instruction”. concepts but
the values
incorporated
in that
particular
lesson.
B. Activation of - Involve Year- Students Students

Science students in round especially develop their
Organizations the different the strong sense
in School. school organizatio of being.
- Science activities that n officers Discover
Club will enhance and their
- (YES-O) their feeling members, potentials
Youth for of teaching and learn to
Environme belongingnes and non- work with
nt in s, self-belief, teaching others in the
School drive, staff, community.
Organizati discipline, stakeholder
on mindset, s.
- NDEP motivation,
(National strategies and
Drug resource
Education management-
Program) and the
Club holistic
aspect of
their being as
they perform
varied tasks
in the
organizations
C. School - Conduct Science School Head Students are

Science and School-Based and Head Teacher able to
Technology Science and Technolog Science develop self-
Fair Technology y Month teachers esteem as
Fair Advisers they express
- Students’ Students and
(Critical thinking participation showcase
got the lowest in the school- their
assessments from based respective
the respondents, Science and talents and
hence teachers Technology potentials in
should provide Fair with the participating
more effort to following on the
encourage learners activities: different
to join the Science
different activities 1. Poster Making activities.
2. Quiz Bee
in SSTF.)
3. Slogan Making
4. Science Experiment
Contest
5. Science Trivia
6. Science-sikula
D. Project RRR - Identify Year- Teachers Decreased in

round and the number of
Recall
learners failing marks
having low Students and low-grade
Reteach
Remediate grades in learners in
science
Science
(Critical thinking based on
got the lowest previous
assessments from grading’s
the respondents, data
hence teachers - Incorporation
should provide of
more effort to remediation
deepen students classes
understanding reflected in
about the lesson DLL, DLP,
particularly its real- WHLP,
life applications). ILMP.
- Provide sets
of activities,
assessments
and
performance
tasks suited
for the
learners’
capabilities.
- Reporting of
learners'
progress
immediately
after the
remediation
E. Project PTPC - Encourage Year- Teachers Strengthened

(Parent- parents or round and Parents home-school
Teacher’s guardians to link for
Partnership in constantly students’
Counselling participate in performance
Students) and school monitoring.
Providing programs so
School’s Teen that their Students
Hub. children would feel
would feel being loved
-Strengthening being loved and valued
the Home- and valued by every time
School Link in their parents. they see their
monitoring - Implement parents
students’ regular giving time
performance. feedbacking to visit
on the school
students’ affairs for
performance them.
through
constant
communicati
on with
parents and
guardians of
the students.

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MEASURING STUDENTS’ MENTAL TOUGHNESS

AND REFLECTION TOWARDS ENHANCED

The study measured the influence of mental toughness and reflection

on learning to the academic performance in Science of the junior high school

School Year 2022-2023. With explanatory sequential mixed methods as

research design, having 358 public junior high school students as

students assessed their mental toughness as a driving factor of gaining

higher performance in science having a descriptive result as very true of

them. Likewise, these students assessed their reflection for learning in

terms of value as true of them as well. Meanwhile, they assessed their

reflection for learning in terms of strategies as very true of them. On the

management as true of them. Hence, the academic performance of the junior

high school students in Science was described as “very satisfactory”. Based

Science. There is a significant relationship between the reflection on learning

knowledge and performance, they would be able to get higher academic

Keywords: mental toughness, reflection, self-belief, critical thinking, academic

The academic success of students is influenced by a variety of socio-

These are important factors to examine while evaluating a student's academic

Negative life events, crises, problems, and stressful situations account up a

others, researchers, policymakers, and the general public became interested in

when others give up (Matutino & Singson, 2020).

Students' mental toughness is an umbrella word that refers to positive

psychological resources that are important in a variety of success contexts as well as

adversity, mental toughness has been identified as a crucial individual difference

variety of accomplishment scenarios.

Mental toughness shares similarity with resilience in that both concepts

promote positive adaptation in the face of adversity. However, mental toughness is

that encompasses a range of protective processes such as biological and social

mental toughness is measurable as a specific set of traits. Second, the concept of

resilience presupposes the existence of risk in the environment, but mental

The widespread conflation of the phrases ‘resilience' and ‘mental toughness'

outlook on life, whereas resilience is a more reactive and immediate personality

to ‘fail' (however that may be defined).

situations limits generalization to other samples. Second, when studying mental

(Clough et al., 2021).

Students with learning difficulties, low socioeconomic position, broken

who are either unprepared to address their unique requirements or annoyed by

system's most vulnerable students are usually overlooked or discarded.

Many of students lack academic motivation and self-confidence. This is due

feel like failures as a result of repeated comparisons to other children. As a result of

a lack of positive feedback or attention, students lose drive to complete activities

prepared to pursue higher education, the military, or the workforce (Cavilla,2017).

assignments and improved academic success. By encouraging students to reflect on

success in educational, professional, and higher education settings (Cavilla,2017).

Reflection as the key component of an effective teacher, rather than primary or

secondary school settings. Additionally, while reflection is a form of self-evaluation,

my action research does not assess students' capacity for self-evaluation

and overall task performance, a process known as metacognition, or thinking about

successful than those who do not (Cavilla,2017).

The above-mentioned realities prompted the researcher to examine the

influence of mental toughness and reflection on learning to the academic

have faced a lot of adjustment and challenges in terms of their studies.

Statement of the Problem

learning to the academic performance in science of students in Kakawate National

High School during the School Year 2022-2023.

Specifically, it will seek answers to the following questions:

normal be described in terms of: