Current research on the academic writing performance of EFL students has identified a number of robust factors. These factors include self-efficacy, metacognition, and a growth mindset. In the area of academic writing performance, however, there is a paucity of research combining these factors into a single study. In light of this, the purpose of this research was to conduct a structural model evaluation to investigate the relationships between self-efficacy, metacognition, a growth mindset, and academic writing performance. In this research, academic writing performance was situated within the context of EFL undergraduate thesis writing. The respondents of this study were 464 Indonesian students majoring in EFL education and literature from Central Java and Papua, Indonesia. In the data collection, an online questionnaire gauging the four variables was distributed. PLS-SEM 23 was used for data analysis. The findings of the structural model evaluation demonstrated that all assumptions established were accepted. The findings also revealed the statistically positive and significant associations among the predicted variables, namely self-efficacy, metacognition, a growth mindset, and academic writing performance. It is recommended that future studies construct a structural model of academic writing components by including other significant variables that may lead to learning differences.