Students' 'mindset' (self-beliefs and attitudes toward their abilities) can impact academic achievement, with those possessing a growth mindset more likely to succeed. It has been postulated that students with a growth mindset, who believe they can improve their abilities through dedication, effort, and learning may have deeper intentions when learning, thereby enabling a deeper understanding. However, the relationship between students' mindset and their learning intentions remains unexplored. Using a mixed-method study we examined the relationship between mindset, learning intentions and academic performance in second-year biomedical science students (n_consent = 256). Through inductive and deductive thematic analysis of open-ended questions, we determined students' mindsets and learning intentions. Qualitative themes were then quantified to determine theme-response frequencies. Statistical analysis was then conducted to assess the relationship between mindsets, learning intentions and academic performance. Nearly two-thirds of students held a growth mindset about their bioscience ability. Growth mindset students reported a greater number of deep learning intentions and achieved higher academic performance compared to fixed mindset students. Targeted interventions to further support growth-oriented beliefs and address fixed or mixed mindsets may facilitate positive changes in students' learning intentions.

Keywords: academic performance; biomedical science; learning approach; learning intention; mindset.