Workplace tensions encompass competing and conflicting demands, goals, and perspectives, which can yield both favorable and adverse outcomes for employees. Paradox mindset, known as an ability to accept and navigate tensions and conflicts, has been found to be effective in helping individuals leverage these tensions and conflicts constructively. However, the precise mechanisms underlying the development of a paradox mindset remain elusive. Drawing from the foundations of experiential learning theory and existing paradox mindset literature, we propose that experiencing tensions with reflection can also facilitate the development of paradox mindset via enhanced positive emotion and cognitive engagement during reflection. Furthermore, we hypothesize that learning goal orientation moderates this relationship, such that the relationship between tension experiences with reflection and positive emotion/cognitive engagement is stronger (weaker) for individuals with high (low) learning goal orientation. To empirically validate our theoretical framework, we conducted three experiments involving both US/UK employees and undergraduate business students from Singapore. The findings offer robust support for the generalizability and applicability of our model across diverse contexts. We then discuss the theoretical and practical implications of our findings.