Abstract

The purpose of the present study is to investigate the mediating effect of grit (steady effort and consistency of interest) in the relationship between middle school students’ academic self-efficacy and self-directed learning ability. A survey was conducted on 311 middle school students, and the data were analyzed. Correlation analysis was conducted to analyze the relationship between academic self-efficacy, self-directed learning ability, and grit, and regression analysis was conducted to verify the mediating effect of grit. First, there was a significant positive correlation between middle school students’ academic self-efficacy, self-directed learning ability, and steady effort. Second, in the relationship between middle school students’ academic self-efficacy and self-directed learning ability, the steady effort has been verified as a partial mediating effect. Third, the consistency of interest did not show a mediating effect in the relationship between middle school students’ academic self-efficacy and self-directed learning ability. Collectively, our results suggest that the importance of academic self-efficacy and steady effort that affect middle school students’ self-directed learning ability.

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