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<p>Although grit has gained attention as a trait-like indicator of an individual’s perseverance and passion for long-term goals, core questions regarding its role in determining positive academic outcomes remain unresolved. We examined college students’ (<i>N</i> = 372) grit and its relations to their adoption of achievement goals and engagement in self-regulated learning. In addition, achievement goals were evaluated as potential mediators linking grit to self-regulated learning. Results from structural equation modeling revealed that grit was negatively related to students’ adoption of performance-avoidance goals even after taking growth mindset into account, and it was also linked to students’ use of various self-regulatory strategies and low levels of procrastination. However, achievement goals did not serve as mediators. Instead, we found that grit was directly related to students’ engagement in self-regulated learning. We discuss how findings contribute to the theoretical understanding of grit as well as the applications within academic contexts.</p>

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Grit and self-regulated learning: evaluating achievement goals as mediators

  • 期刊论文

  • 发表日期：

    2025年2月3日

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  • Sungjun Won,
  • Christopher A. Wolters,
  • Anna C. Brady,
  • Lauren C. Hensley

摘要

Although grit has gained attention as a trait-like indicator of an individual’s perseverance and passion for long-term goals, core questions regarding its role in determining positive academic outcomes remain unresolved. We examined college students’ (N = 372) grit and its relations to their adoption of achievement goals and engagement in self-regulated learning. In addition, achievement goals were evaluated as potential mediators linking grit to self-regulated learning. Results from structural equation modeling revealed that grit was negatively related to students’ adoption of performance-avoidance goals even after taking growth mindset into account, and it was also linked to students’ use of various self-regulatory strategies and low levels of procrastination. However, achievement goals did not serve as mediators. Instead, we found that grit was directly related to students’ engagement in self-regulated learning. We discuss how findings contribute to the theoretical understanding of grit as well as the applications within academic contexts.