Aim: The present study was conducted with the aim of investigating the structural model of the relationship between mindset dimensions and subjective well-being, considering the mediating role of grit in senior high school students.
Method: This study was applied in terms of purpose and correlational based on structural equation modeling in terms of data collection. The statistical population included all male and female senior high school students in Damavand county. From this population, a sample of 530 students (304 girls and 226 boys) was selected using a multistage cluster random sampling method. To collect data, assessment tools including the Student Subjective Wellbeing Questionnaire (SSWQ), Grit scale, and Mindset questionnaire were used. Data analysis was performed using SPSS version 27 and SmartPLS version 4.1.0.9 software.
Results: The results indicated that a growth mindset has a positive and significant effect on students’ subjective well-being both directly and indirectly through the partial mediation of the grit variable. However, the direct and indirect effect of a fixed mindset on subjective well-being, as well as its effect on psychological grit, was not statistically significant.
Conclusion: The alignment of a growth mindset and the grit trait provides an effective cycle for psychological flourishing. Accordingly, it is recommended that school psychologists and counselors design and implement integrated intervention protocols to change students’ attitudes toward expandable beliefs and simultaneously teach perseverance skills.