Although the positive relationship between growth language mindsets and engagement has been consistently supported in previous empirical studies, the literature is dominated by quantitative approaches in the English-as-a-foreign-language (EFL) contexts, neglecting the triangulation of qualitative data delving into how learners perceive the contribution of growth mindsets to engagement. Such neglect is especially notable among multilingual learners. Further, it remains unknown which dimensions of growth language mindset were the most influential for specific dimensions of engagement and whether the pattern was different for English learning and language other than English (LOTE) learning. To fill the gaps, the current study adopted a concurrent embedded mixed-methods approach with questionnaires and interviews. A total of 464 Chinese undergraduates majoring in LOTE were recruited. With college English courses compulsory, the participants were multilingual learners. Differential patterns emerged regarding the dimension-level predictions of growth language mindsets and engagement across languages. The structural equation model suggested that age sensitivity belief (ASB) emerged as the most consistent and comprehensive predictor of all four dimensions of engagement in both English and LOTE learning. Interviews with six participants revealed a complex, dynamic, and reciprocal relationship between the two constructs. Qualitative findings triangulated or complemented some of the quantitative findings while conflicting with others. Theoretical and pedagogical implications were also discussed.
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