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

Abstract

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.