<p>Although it is widely believed that a growth mindset is beneficial to mathematics academic achievement, more inconsistent evidence has emerged recently. To clarify these mechanisms, this study examined the longitudinal associations among six sub-dimensions of growth mindset (motivation, attitude, challenge, grit, adversity, and positive mindset) and mathematics achievement. Using a cross-lagged panel model (CLPM), we analyzed two waves of data from 441 first-year students majoring in science and engineering over a full semester of calculus courses.</p><p> The growth mindset and calculus performance were assessed twice during the semester. The results revealed three key findings: (1) The temporal stability of mathematics academic achievement was weaker than that of the growth mindset. (2) The cross-temporal interactions among the sub-dimensions of the growth mindset differed from expected: previous motivation predicted subsequent adversity, previous attitude affected subsequent grit and adversity, and previous challenge enhanced subsequent motivation and positive mindset. (3) Only specific sub-dimensions of the growth mindset showed reciprocal longitudinal relationships with mathematics achievement: motivation, attitude, challenge, and grit at Time 1 significantly predicted mathematics academic achievement at Time 2. Mathematics achievement at Time 1 only significantly affected challenge at Time 2. Moreover, adversity and positive mindset showed no significant longitudinal links with mathematics academic achievement. This study contributes to a better understanding of the internal structure of the growth mindset and reveals how the sub-dimensions of the growth mindset interact with mathematics academic achievement over time. These findings can inform targeted interventions to support calculus learning among college students.</p>