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

被引：0

作者：

Won, Sungjun ^{[1
]}

Wolters, Christopher A. ^{[2
]}

Brady, Anna C. ^{[3
]}

Hensley, Lauren C. ^{[4
]}

机构：

[1] Gongju Natl Univ Educ, Dept Educ, 27 Ungjin Ro, Gongju Si 32553, Chungcheongnam, South Korea

[2] Ohio State Univ, Dept Educ Studies, Columbus, OH USA

[3] Georgia Southern Univ, Dept Curriculum Fdn & Reading, Statesboro, GA USA

[4] Ohio Wesleyan Univ, Off Holist Advising, Delaware, OH USA

来源：

SOCIAL PSYCHOLOGY OF EDUCATION | 2025年 / 28卷 / 01期

关键词：

Grit; Achievement goals; Self-regulated learning; Learning strategies; Growth mindset; Procrastination; COLLEGE-STUDENTS; ACADEMIC-ACHIEVEMENT; TIME MANAGEMENT; STRATEGIES; MOTIVATION; PERSONALITY; PERFORMANCE; PROCRASTINATION; METACOGNITION; PERSEVERANCE;

D O I：

10.1007/s11218-024-09993-1

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

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.

引用

页数：25

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