Examining the interplay between translation students' grit, self-efficacy and academic achievement

Despite the relevance of positive psychology in education and decades of scholarly research in related fields, translation studies has yet to thoroughly examine the psychological constructs that affect translation students' performance and emotional functioning. To address this gap in the psychology of translation education, this paper explores the potential impact of grit and self-efficacy - two constructs from positive psychology - on the academic achievement of Iranian trainee translators, as indicated by their cumulative grade point average. A sample of 264 translation students from various Iranian universities participated in the survey, completing self-report measures of grit, self-efficacy, and academic achievement. To investigate causal relationships among the research variables, structural equation modeling was employed. The preliminary findings revealed positive correlations between the components of grit and academic achievement, while self-efficacy did not show a significant correlation with academic achievement. The contributions of grit and self-efficacy to academic achievement were also analyzed through mediation analysis. It was determined that self-efficacy influenced academic achievement through the mediation of grit, indicating that grit components act as a mediator in the relationship between self-efficacy and academic achievement. Therefore, it is reasonable to conclude that trainee translators who exhibit higher levels of grit and self-efficacy are more likely to succeed academically. Malgr & eacute; la pertinence de la psychologie positive en & eacute;ducation et des d & eacute;cennies de recherches acad & eacute;miques dans des domaines connexes, la traductologie n'a pas encore examin & eacute; en profondeur les concepts psychologiques qui influencent la performance et le bien-& ecirc;tre & eacute;motionnel des & eacute;tudiants en traduction. Afin de combler cette lacune dans la psychologie de l'enseignement de la traduction, cet article explore l'impact potentiel de la pers & eacute;v & eacute;rance (grit) et de l'auto-efficacit & eacute; - deux concepts issus de la psychologie positive - sur la r & eacute;ussite acad & eacute;mique des & eacute;tudiants iraniens en traduction, mesur & eacute;e sur base de leur moyenne cumulative. Un & eacute;chantillon de 264 & eacute;tudiants en traduction issus de diverses universit & eacute;s iraniennes a particip & eacute; & agrave; l'enqu & ecirc;te en compl & eacute;tant des mesures auto-rapport & eacute;es de pers & eacute;v & eacute;rance, d'auto-efficacit & eacute; et de r & eacute;ussite acad & eacute;mique. Afin d'examiner les relations causales entre les variables de l'& eacute;tude, une mod & eacute;lisation par & eacute;quations structurelles a & eacute;t & eacute; utilis & eacute;e. Les r & eacute;sultats pr & eacute;liminaires ont r & eacute;v & eacute;l & eacute; des corr & eacute;lations positives entre les composantes de la pers & eacute;v & eacute;rance et la r & eacute;ussite acad & eacute;mique, tandis que l'auto-efficacit & eacute; n'a pas montr & eacute; de corr & eacute;lation significative avec la r & eacute;ussite acad & eacute;mique. Les contributions de la pers & eacute;v & eacute;rance et de l'auto-efficacit & eacute; & agrave; la r & eacute;ussite acad & eacute;mique ont & eacute;galement & eacute;t & eacute; examin & eacute;es par une analyse de m & eacute;diation. On a observ & eacute; que l'auto-efficacit & eacute; influen & ccedil;ait la r & eacute;ussite acad & eacute;mique par l'interm & eacute;diaire de la pers & eacute;v & eacute;rance, indiquant que les composantes de la pers & eacute;v & eacute;rance agissent comme un m & eacute;diateur dans la relation entre l'auto-efficacit & eacute; et la r & eacute;ussite acad & eacute;mique. Il est donc raisonnable de conclure que les & eacute;tudiants en traduction qui pr & eacute;sentent des niveaux plus & eacute;lev & eacute;s de pers & eacute;v & eacute;rance et d'auto-efficacit & eacute; ont plus de chances de r & eacute;ussir acad & eacute;miquement.