Purpose: This research aimed to determine the effectiveness of different growth mindset activities using the growth mindset worktext developed by the researcher to improve students' creativity, habits of mind and mathematics performance. Method: This study was conducted in two intact classes of Grade 7 and participants were determined through match-pairing. The instruments used in this study were validated and the reliability was determined prior to the actual implementation of this study. Appropriate tools were employed in the analysis of data. Findings: Results revealed that after the intervention the students in the non-growth mindset activities group are still on the "low" level of creativity, "low" level of their habits of mind and "average" level of their mathematics performance whereas the students in the growth mindset activities group are on "slightly creative" from "low" level of creativity, "low" to "average" level of the habits of mind and "low" to "average" level of their mathematics performance. Significant differences existed in their pretest scores and posttest scores of the students in creativity and mathematics performance in both groups. At the end of the intervention, the students were able to exhibit and show characteristics of having a growth mindset by having the drive to achieve the goals, a positive outlook and love for challenges, the confidence to communicate and to work in group, the need to constantly improve oneself, be self-regulated and learn from the mistakes made. Significance: This study may give contribution and benefit to policy makers and teachers to address the perennial problem regarding the negative attitude and mindset of the students towards mathematics which results to poor performance in mathematics and hinders them to achieve academic success in school and for teachers to be creative in designing programs and activities that will best suit the needs of their learners.