Serial mediating roles of EFL writing motivation and grit in the relationship between writing growth mindset and engagement

Despite the widely recognized influence of learners' engagement on instructional efficacy and outcomes, its antecedents remain insufficiently examined, especially within English as a foreign language (EFL) writing research. To fill this void, the present research investigated how students' growth mindset, motivation, and grit coalesce to shape their engagement in EFL writing. A quantitative design was adopted, drawing on data from 249 undergraduate EFL writers in China's mainland. Structural equation modeling revealed that a writing-specific growth mindset exerted significant and positive effects on both EFL writing motivation and grit, yet failed to predict writing engagement directly. Both EFL writing motivation and grit, in turn, were positively associated with writing engagement, and writing motivation additionally predicted writing grit. Mediation analyses further demonstrated that writing growth mindset influenced writing engagement indirectly via three pathways: (a) writing growth mindset → writing motivation → writing engagement, (b) writing growth mindset → writing grit → writing engagement, and (c) writing growth mindset → writing motivation → writing grit → writing engagement. Collectively, these findings underscore the imperative for EFL writing instructors to help low-achieving students cultivate a growth mindset, sustain motivational investment, and foster resilient perseverance in English writing. Grounded in the empirical evidence, the article concludes with targeted and actionable pedagogical recommendations for translating students' motivational beliefs and traits into sustained and high-quality writing engagement.