To improve the efficiency of 21st century learning and promote achievements, this paper studies the influence of the growth mindset on students and teachers. This study aims to develop the growth mindset scale with the evidence of structural validity, the measurement of direct and indirect effects of the Chinese context. To achieve the research objective, this study investigated 654 participants, including 321 students at different learning stages and 266 teachers from primary and secondary schools. In the investigation, using SPSS 25.0 and Mplus8.3, we conducted exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), structural equation model (SEM), mediation analysis, and one-way ANOVA method to achieve the study aim.