<p>This study examines an expanded framework for understanding growth orientation in learning, grounded in the self-theories-based meaning system. Growth orientation models emphasize task-based and personal-best goals, alongside the concept of a growth mindset, as central to learning growth orientation. However, research suggests that additional self-beliefs, such as academic motivation and effort beliefs, may enrich the depth and predictive power of growth orientation frameworks. The primary objective of this study is to broaden the concept of growth orientation. A secondary goal is to operationalize growth goals through potential-based goals. Additionally, we emphasize the role of effort beliefs. Using Bifactor Exploratory Structural Equation Modelling (B-ESEM), we empirically evaluate this expanded growth orientation model, analysing its relationship with learning dispositions and performance outcomes in a quantitative methods course. Our sample comprises nine cohorts of first-year business and economics students (<i>N</i> = 8711). The findings align with prior research, highlighting the need to break down indicator variance into global factors, specific factors, and measurement error.</p>