Growth and fixed mindsets have been linked to distinct effort beliefs, goals, and behaviours, creating a seemingly dichotomous pattern of motivation. Yet, students holding the same mindset are unlikely a homogenous group and may further differ in their motivational patterns. The current study employed a person-centred approach to investigate how mindsets and associated constructs naturally cohered and functioned together to influence student achievement. Data were collected from 535 English students (aged 14–16 years) on mindsets, effort beliefs, achievement goals, perseverance, and self-handicapping, along with their English and maths performance at the end of secondary school. Latent profile analyses revealed four distinct profiles. Across the profiles, students’ mindset co-varied with effort beliefs, mastery goals, perseverance, and self-handicapping, but the relationship between mindsets and performance goals was less straightforward. Two profiles supported the classic growth mindset–mastery goal (Growth-Focused) and fixed mindset–performance goal pairings (Ability-Focused). The other two profiles, however, displayed alternative combinations of mindsets and goals that had not been acknowledged in the past. Specifically, some growth mindset students embraced performance goals alongside mastery goals (Growth-Competitive), and some fixed mindset students did not endorse performance goals (Disengaged). The two growth-oriented profiles consistently performed well, and Growth-Competitive students even outperformed Growth-Focused students in maths. Compared to girls, boys were more often found in Ability-Focused and Disengaged profiles. The results indicate a nuanced set of relations between mindsets and achievement goals, highlighting the dynamic integration of motivational beliefs and goals within individuals.

成长和固定的心态已经与不同的努力信念，目标和行为联系在一起，从而形成了看似二分式的动机模式。然而，拥有相同心态的学生不可能是同一个群体，并且其动机模式可能会进一步不同。当前的研究采用了以人为中心的方法，以研究思维方式和相关构造如何自然地结合并起作用，从而影响学生的学习成绩。从535名英语学生（14至16岁）中收集了有关心态，努力信念，成就目标，毅力和自我残障的数据，以及中学毕业后的英语和数学成绩。潜在特征分析显示了四个不同的特征。在个人资料中，学生的思维方式与努力信念，精通目标，毅力，和自我残障，但是心态和绩效目标之间的关系就不那么直接了。两个配置文件支持经典的增长思维定式-掌握目标（以成长为重点）和固定的心态-绩效目标配对（以能力为重点）。但是，其他两个配置文件显示了过去从未确认的思维方式和目标的替代组合。具体来说，一些成长型思维学生将绩效目标与精通目标（Growth-Competitive）结合在一起，而一些固定型思维学生则不认可绩效目标（Disengaged）。这两个以成长为导向的配置文件始终表现良好，并且在数学上，具有成长竞争力的学生甚至超过了以成长为重点的学生。与女孩相比，专注于能力和脱离能力的男孩更多个人资料。结果表明，心态与成就目标之间存在细微的关系，突出了动机信念和目标在个人内部的动态整合。