["European Journal of Education, Volume 61, Issue 3, September 2026. ", "\nABSTRACT\nThis study investigates the associations among positive reframing, mindfulness, growth mindset, and career aspirations in a sample of 308 undergraduate students from a public university in Eastern China. Using a convergent parallel mixed‐methods design, quantitative data were collected through validated self‐report scales, and qualitative data were gathered via semi‐structured interviews with a subset of 20 participants. Structural Equation Modelling (SEM) revealed significant direct and indirect pathways of positive reframing and mindfulness in relation to career aspirations, with growth mindset as a significant mediator in these relationships. The thematic analysis of the interview data provided deeper insights, illustrating how students leverage positive reframing and mindfulness to cultivate resilience, focus, and self‐awareness, which in turn are linked to a growth mindset and ambitious career goals. The integration of quantitative and qualitative findings underscores the pivotal role of a growth mindset as a foundation for career development and highlights the need for interventions that foster positive psychological traits in students. This study contributes to the understanding of how cognitive and affective factors interact and are associated with students' career trajectories, offering practical implications for educators and career counsellors.\n"]