This study examined the influence of growth mindset on students’ motivation in Arabic language learning from an educational psychology perspective. It focused on students at State Islamic Senior High School (MAN) 1 Kerinci, Jambi Province, Indonesia, as a representation of Islamic secondary education. The study employed a mixed-methods approach with an explanatory sequential design, in which quantitative findings were supported by in-depth qualitative data. Data were collected through Likert-scale questionnaires and in-depth interviews with selected teachers and students. The findings revealed a significant positive correlation between growth mindset and Arabic learning motivation (r = .78, p < .01). Qualitative results indicated that students who believed their language abilities could be developed through sustained effort and appropriate strategies demonstrated higher persistence, curiosity, and active engagement. Affective factors such as self-efficacy, emotional regulation, and positive perceptions of errors also strengthened this relationship. Furthermore, qualitative data showed that beliefs in the malleability of language ability enhanced students’ persistence and engagement, confirming that strengthening psychological perspectives constitutes a fundamental pillar in improving Arabic language learning within the Indonesian context. This study contributed by integrating a positive psychology perspective into Arabic language education to foster growth mindset–oriented learning environments.
Yul et al. (2026) studied this question.