Academic self-efficacy, self-esteem, and grit in higher online education: Consistency of interests predicts academic success

Abstract

Academic self-efficacy, self-esteem, and grit (i.e., perseverance of effort and consistency of interests) have all separately shown to predict academic success within traditional education. In higher online education, information on these relationships is lacking, while this group of learners is growing in size and importance. We therefore investigated the total as well as the unique predictive value of academic self-efficacy, self-esteem, and grit on academic success in higher online education. Moreover, mediation effects were investigated. Students of a higher online education university in the Netherlands participated (N = 2027, age 18–80 years) in this observational study. Participants filled out online questionnaires on the variables of interest and potential confounding variables at baseline. Academic success was measured objectively through information provided by the exam registration office and operationalized in three variables: exam attempt, study progress, and academic performance. Logistic regression analyses showed that consistency of interests significantly predicted exam attempt (B = .43, p < .001). Generalized multiple linear regression analyses with negative binomial distribution showed that consistency of interests was a significant predictor of study progress (B = .16, p < .001). Mixed model analyses revealed no significant predictors for academic performance (ps > .06). The fact that of our three predictors solely consistency of interests was found to be predictive for academic success indicates that online educational institutes should pay attention to consistency of interests of their students to improve the academic success rates.