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Abstract
ABSTRACT The current study investigated the relationships between grit, self-efficacy, achievement orientation goals, and academic performance in parallel and serial mediation models. University student participants (N = 258) responded to an online survey containing demographic items and scales measuring the non-cognitive factors noted above. The results demonstrated that ‘grit’ (i.e. perseverance of effort and consistency of interest) positively associates with academic performance through a sequential pathway of mediators including self-efficacy and achievement orientation goals. Findings supported the positive relationships between mastery, approach goals, and academic performance, as well as the negative association between avoidance goals and academic performance. The model revealed that self-efficacy may play supportive and protective roles by increasing the positive effect of mastery and performance-approach goals and reducing the negative effect of avoidance goals on academic performance, respectively. These novel findings support the contribution of ‘grit’ in predicting various academic outcomes.
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