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July 11, 2026BMC PsychologyOpen Access

The relationship between growth mindset and mathematics achievement in Chinese middle school students: The role of achievement goals and grit

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To explore how growth mindset influences mathematics achievement through achievement goals and grit in Chinese middle school students.
Cross-sectional design using convenience cluster sampling
Sample included 691 first-grade (Grade 7) students from a public middle school in China
Data collected through questionnaires and statistical analysis using SPSS 27.0 and Hayes' PROCESS program for mediation effects.
A growth mindset showed a significant negative correlation with mathematics achievement but had positive indirect effects through mastery and performance-approach goals and grit.
Performance-avoidance goals created negative indirect relationships, highlighting complex motivational pathways.
Growth mindset affected achievement via various mediators, suggesting interventions should target both goal-setting and the development of grit.

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Implication

Cross-sectional study examines growth mindset's impact on mathematics achievement through achievement goals and grit, indicating implications for academic interventions.

Cite This Study

Dong et al. (2026) studied this question.

synapsesocial.com/papers/6a51ddbfc18d7f28ca500139 https://doi.org/10.1186/s40359-026-05153-6

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Implication

Cross-sectional study examines growth mindset's impact on mathematics achievement through achievement goals and grit, indicating implications for academic interventions.

The relationship between growth mindset and mathematics achievement in Chinese middle school students: The role of achievement goals and grit

Key Points

Discussion

Implication

Cite This Study

The relationship between growth mindset and mathematics achievement in Chinese middle school students: The role of achievement goals and grit

Key Points

Discussion

Implication

Cite This Study

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