<![CDATA[This study examines how growth mindset contributes to academic resilience by investigating grit as a mediating mechanism and perceived academic stress as a moderating condition in the grit–resilience relationship. The study integrates Conservation of Resources Theory and Broaden-and-Build Theory to explain how resources operate under demands. A quantitative explanatory design with a cross-sectional survey was conducted among 210 university students. Participants were selected using criterion-based purposive sampling. Data were collected through a questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 5,000 bootstrap resamples. Growth mindset positively predicted academic resilience (β = 0.368, p < 0.001) and grit (β = 0.609, p < 0.001), while grit positively predicted academic resilience (β = 0.412, p < 0.001). Grit significantly mediated the relationship between growth mindset and academic resilience (β = 0.251, p < 0.001), indicating partial mediation. Perceived academic stress negatively affected resilience (β = −0.120, p = 0.022), whereas its interaction with grit was positive and significant (β = 0.103, p = 0.025). The findings indicate that academic resilience is strengthened through the combination of beliefs and persistence, while grit becomes more important under academic stress. Universities should therefore integrate growth mindset, persistence strategies, and stress-management support.]]>
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