Understanding the psychological and motivational factors that shape second language learning has become increasingly significant in applied linguistics, as cognitive skills alone cannot fully account for learners’ success. Among such factors, mindset, goal orientation, and grit are recognized as key constructs influencing language achievement, yet their dynamic interrelationships remain underexplored. This study aimed to investigate the relationships among language learning mindset, goal orientation, L2 grit, and both perceived and actual language achievement in Iranian EFL learners. Specifically, it examined how these variables are interconnected and the extent to which L2 grit mediates the links between mindset, goal orientation, and achievement. To this end, a total of 748 high school students from four provinces in Iran participated in the study. Data were collected using self-administered questionnaires, including the Short Grit Scale, the Language Mindsets Inventory (LMI), a goal orientation scale, and measures of both perceived and actual language achievement. Structural Equation Modeling (SEM) was employed to analyze the data. Results revealed that both grit and goal orientation were significant predictors of actual and perceived achievement. Moreover, L2 grit played a crucial mediating role, particularly in the relationships between mindset and actual achievement, and between goal orientation and perceived achievement. These findings underscore the pivotal role of grit and goal orientation in shaping language achievement. The study suggests that language teachers should foster these attributes in learners through targeted pedagogical practices and that educational programs integrate them into curricula to enhance overall language competence. By clarifying the interplay among mindset, grit, and goal orientation, this research contributes to a deeper understanding of the psychological foundations of L2 achievement.
