Given the important role of a growth mindset in students’ learning processes and outcomes, researchers have increasingly focused on how classroom instruction can cultivate a growth mindset and promote academic progress. This study examined the relationships among perceived classroom goal structures, students’ growth mindset, self-regulated learning strategies, and mathematics performance among 926 Chinese middle school students in Grades 7 and 8. Results indicated that perceived mastery goal structures positively predicted students’ growth mindset and their use of self-regulated learning strategies. A growth mindset was positively associated with self-regulated learning strategies, which in turn were linked to higher mathematics performance. In contrast, perceived performance goal structures were negatively related to mathematics performance. These findings highlight the importance of fostering mastery-oriented classroom environments and supporting students’ growth mindset and self-regulated learning to promote mathematics learning among Chinese middle school students.
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