Academic engagement has been shown to deteriorate in lower secondary school, and it is necessary to find ways to prevent this so that students’ engagement and achievements do not decline irrevocably. Teacher support for growth mindset (TSGM) is likely to influence students’ mindsets while also promoting academic engagement and achievement. This cross-sectional study first examined the extent to which lower secondary school students (N = 1608) perceived their teachers’ classroom pedagogy as supportive of their growth mindset and students’ growth mindset beliefs. The study’s main purpose was to test a latent structural equation model specifying that perceived TSGM is directly related to students’ growth mindset, directly and indirectly related to academic engagement (behavioral and emotional), and indirectly related to academic achievement. Students’ perceived growth mindset and academic engagement thus served as intermediate variables. The results verified that TSGM was indeed related to growth mindset and academic engagement, the latter both directly and via students’ perceived growth mindset. Furthermore, TSGM was also related to academic achievement via students’ growth mindset and academic engagement. The results suggest that TSGM can facilitate students’ growth mindset and academic engagement and, thereby, achievement in lower secondary school, a period during which students may struggle with academic motivation.

初中的学术参与度已被证明有所恶化，有必要找到防止这种情况发生的方法，以便学生的参与度和成绩不会出现不可挽回的下降。教师对成长心态的支持（TSGM）可能会影响学生的心态，同时也促进学术参与和成就。这项横断面研究首先考察了初中学生 ( N  = 1608) 在多大程度上认为老师的课堂教学法支持他们的成长心态和学生的成长心态信念。该研究的主要目的是测试一个潜在的结构方程模型，该模型指定感知的 TSGM 与学生的成长心态直接相关，与学术参与（行为和情感）直接和间接相关，以及与学术成就间接相关。因此，学生感知到的成长心态和学术参与度充当了中间变量。结果验证了 TSGM 确实与成长心态和学术参与相关，后者直接相关或通过学生感知的成长心态相关。此外，TSGM 还通过学生的成长心态和学术参与与学术成就相关。结果表明，TSGM 可以促进学生的成长心态和学术参与，从而提高初中的成绩，而在初中阶段，学生可能会在学业动机上遇到困难。