Growth mindset and learning engagement among primary school students: a moderated sequential mediation model via grit and effort belief under perceived teacher support

Background Growth mindset is often theorized to energize learning engagement; however, belief rarely translates directly into sustained participation. We, therefore, examined whether a growth mindset fosters engagement by first strengthening perseverance toward long-term goals (grit) and, in turn, consolidating the belief that effort effectively improves ability (effort belief), and whether this motivational pathway depends on perceived teacher support. Methods Using cluster sampling, 1,959 primary school students completed measures of growth mindset, learning engagement, grit, effort belief, and perceived teacher support. Results Growth mindset was positively associated with learning engagement. Both grit and effort belief mediated the association, and the indirect effect through grit, followed by effort belief, was significant. Perceived teacher support moderated the path from growth mindset to grit and the direct path from growth mindset to learning engagement. Discussion The findings support a sequential motivational conversion process: growth mindset→grit→effort belief→learning engagement, and identify perceived teacher support as a boundary condition that strengthens the translation of growth-oriented beliefs into persistent, engaged learning behavior.