Background <p>This study integrates the Mindset Theory and Self-Regulated Learning Theory to investigate how a growth mindset influences the performance of nursing students. The research explores the mediating roles of self-belief and effort regulation in the relationship between growth mindset and academic performance in nursing students.</p> Methods <p>A quantitative research methodology was employed using a survey strategy to collect data from a sample of 511 undergraduate nursing students in China. The sample was selected through random sampling. Data analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the relationships between growth mindset, self-belief, effort regulation, and student performance.</p> Results <p>The findings demonstrate a positive association between growth mindset and nursing student performance. Additionally, self-belief and effort regulation were found to mediate this relationship. This research addresses a critical gap in the literature by exploring the impact of growth mindset and the mediating factors in a non-western educational context.</p> Conclusion <p>The study contributes to the growth mindset literature in nursing education by highlighting the mediating roles of self-belief and effort regulation in enhancing student performance. The findings suggest that interventions designed to foster a growth mindset and improve effort regulation strategies could significantly enhance nursing student performance, with implications for both educational theory and nursing practice.</p> Clinical trial number <p>Not applicable.</p>