Abstract

This conceptual article examines the relationship between growth mindset, academic grit, and academic performance, with a focus on the mechanisms through which these constructs jointly shape students’ success in higher education. Grounded primarily in self-regulated learning (SRL) theory and informed by mindset theory, the study conceptualizes growth mindset as a motivational belief and academic grit as a context-specific behavioral process characterized by sustained effort and goal-directed persistence. It proposes an integrative model in which growth mindset influences academic performance both directly and indirectly through academic grit as a key behavioral pathway. Furthermore, the model highlights the role of cultural context in shaping the translation of beliefs into sustained learning behaviors. By moving beyond simple variable associations, this study refines the mechanism linking motivational beliefs to learning behaviors and provides theoretical insights into how these processes shape academic performance. Implications for future research and educational practice are also discussed, particularly regarding the design of interventions that simultaneously target students’ beliefs and sustained learning persistence.