As students are faced with academic challenges, students must learn to establish growth mindset practices which instill academic resilience. This study focuses on the growth mindset practices and academic resilience of the Junior High School students in Philippine School Doha, S.Y. 2022-2023. In this study, a self-made questionnaire was utilized and validated by experts. It uses quantitative-correlational research design. There were 226 respondents chosen using a systematic random sampling technique, where the researchers used an interval of 4 every 4 students, one was chosen to answer the survey. It discusses the respondents perceptions regarding mindsets, and it identifies the most commonly used practices. The survey questionnaire also determines the academic resilience of the respondents using 15 statements derived from the ARS-30 Scale developed by Cassidy (2016). Results showed that the respondents display a fixed mindset as the highest scoring statement I believe that there are people who just learn faster than most and learn slower than most. has a weighted mean of 3.56, and that the most commonly used growth mindset practice of the respondents is celebrating their achievements as the highest scoring statement is When I get a good score on my work, I feel proud of myself. which has a weighted mean of 3.67. In addition, the respondents show academic resilience by striving for improvement when faced with criticism, as the statement received the highest weighted mean of 3.48. Furthermore, the computed r-value (0.421) proves that there is a significant relationship between the growth mindset practices and the academic resilience. Therefore, it is duly recommended that the respondents continue to develop growth mindset practices like being proud of their own achievements and efforts as this will help them face academic setbacks with courage and resilience.

Growth Mindset

Academic resilience