THE RELATIONSHIP BETWEEN GROWTH MINDSET AND ACADEMIC ACHIEVEMENT AMONG UNIVERSITY STUDENTS

this article provides a theoretical and analytical examination of the psychological nature of growth mindset among higher education students, the mechanisms through which it develops, and its relationship with academic achievement. Drawing on the implicit theories of intelligence developed by the American psychologist Carol Dweck, the study analyzes the psychological connections among individuals’ beliefs about the malleability of intellectual abilities, academic motivation, self-regulation, responses to challenges, and academic outcomes. It also examines how growth and fixed mindsets may influence students’ learning activities, how they interpret failure, and the significance of psychological resilience in education. Based on international empirical studies and meta-analyses, the article discusses both the potential and the limitations of psychological and educational approaches designed to cultivate a growth mindset. Practical recommendations are proposed for developing university students’ intellectual potential, increasing their academic engagement, and improving their independent learning strategies.