English as a Foreign Language (EFL) writing is widely regarded as a challenging skill, yet there is a notable gap in the literature regarding the combined, configurational effects of mindsets and self-regulated learning (SRL) strategies on writing engagement in EFL contexts. This study aims to fill this gap by using partial least squares structural equation modeling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA) to explore how mindsets and SRL strategies are jointly associated with Chinese EFL learners’ writing engagement. Data were collected from 662 Chinese college students, and analysis revealed that a growth mindset positively predicted both SRL strategies and writing engagement, while a fixed mindset weakly, negatively predicted SRL strategies and had no significant predictive effect on writing engagement. Furthermore, the fsQCA identified four distinct configurations of mindsets and SRL strategies associated with high writing engagement. This integrated approach quantifies key factors linked to writing engagement and identifies multiple effective strategy configurations. The findings provide educators with actionable guidance to design personalized instructional interventions that accommodate learners’ diverse mindset profiles, moving beyond generic recommendations to achieve enhanced engagement in EFL writing instruction.
Jialing et al. (Thu,) studied this question.