This study aims to investigate the relationships among students’ growth mindset (GM), mathematics achievement goals (MAG)—including mathematics mastery goals (MMG), mathematics performance-avoidance goals (MPG-av) and mathematics performance-approach goals (MPG-ap)—and mathematics learning engagement (MLE), using a structural equation modeling (SEM) approach. Following preliminary correlation and regression analyses, a structural equation model incorporating two mediators (MMG and MPG-ap) was developed and validated. The findings reveal that: (1) GM, MMG, MPG-ap, and MLE are all significantly and positively correlated; (2) GM, MMG, and MPG-ap significantly predict MLE, with MPG-ap exerting the strongest predictive effect; and (3) both MMG and MPG-ap play significant mediating roles in the relationship between GM and MLE, with the mediating effect of MPG-ap being more pronounced than that of MMG. These results underscore the importance of both belief systems and motivational orientations in shaping students’ MLE and provide empirical support for the integration of GM and MAG within the SEM framework.

Yueping Su, Mae Brigitt Bernadel L. Villordon, Shaoqiang Liu. Exploring the Impact of Growth Mindset on Mathematics Learning Engagement: A Structural Equation Analysis of the Mediating Role of Mathematics Achievement Goals. Frontiers in Educational Research (2025), Vol. 8, Issue 11: 35-43. https://doi.org/10.25236/FER.2025.081105.

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