<p>This study examined how growth mindset is associated with learning engagement among Chinese secondary school students using a four-wave, time-lagged survey design. A total of 516 students from lower secondary schools (Grades 7–9) and upper secondary schools (Grades 10–12) in multiple regions of China completed validated measures of growth mindset (Wave 1), academic self-efficacy (Wave 2), grit—operationalized as perseverance of effort and consistency of interests— (Wave 3), and learning engagement (Wave 4). Results showed a positive association between growth mindset and learning engagement, with three significant indirect pathways: academic self-efficacy as an independent mediator, perseverance of effort as an independent mediator, and a sequential pathway through academic self-efficacy then perseverance of effort. Consistency of interests did not yield a significant mediating effect, suggesting that effort-based persistence, rather than interest stability, drives the translation of growth-oriented beliefs into engagement. These findings highlight the differentiated roles of grit’s two dimensions and position perseverance of effort as the more active motivational conduit in this educational context.</p>