<p>A growth mindset is an individual’s positive belief in the malleability of one’s own abilities and intelligence. It has a positive impact on students’ academic development, especially when they encounter setbacks. Mathematics, with its strong abstract nature, is often seen as a highly challenging field by students. In this context, it is particularly important to explore the factors associated with a growth mindset in the context of mathematics and to identify any heterogeneities. Therefore, our study conducted a meta-analysis based on 946,473 subjects from 79 countries covering 229 effect sizes. The results revealed a significant correlation between a growth mindset and both the cognitive (mathematical achievement and competence) and non-cognitive (intrinsic motivation and learning behaviors) factors involved in students’ mathematical learning. The findings of the heterogeneity analyses further suggested that the above correlations are moderated by different countries, psychological factors, and measures of a growth mindset. Specifically, a growth mindset was more highly correlated with non-cognitive than cognitive factors in mathematics, mathematical learning in countries in the Southern Hemisphere than in the Northern Hemisphere, and mathematical learning when measured in a non-online format. The implications of the study are that, despite its advances, many moderating conditions went unexplored. Investigating them in future studies will provide a deeper understanding of the sources of heterogeneity and thus offer a more accurate picture of the relationship between a growth mindset and mathematical learning.</p>