Modelling the interplay of writing achievement goals and grit in predicting L2 writing achievements

Abstract

This study was designed to investigate the interplay between writing achievement goals and grit in predicting L2 writing achievements in two genres (argumentation and narration) through parallel mediation modelling. A convenience sample of 416 tertiary students from Mainland China were recruited as participants. Their writing achievement goals and grit were evaluated by the Writing Achievement Goals Scale and the L2 Grit Scale, respectively. They were each assigned to write an essay in argumentation and narration. The results of the parallel mediation models revealed that: (1) perseverance of effort had significant positive effects on L2 writing achievements in narration and argumentation; (2) mastery goals and performance-approach goals exerted significant positive influences on perseverance of effort, whereas performance-avoidance goals showed significant negative effects on facets of L2 grit; and (3) perseverance of effort did play a mediating role in the relationship between writing achievement goals and L2 writing achievements in narration and argumentation. The effect sizes demonstrated that (1) the effects of writing achievement goals and facets of L2 grit on L2 writing performance varied across argumentation and narration; and (2) the effects of writing achievement goals on facets of L2 grit varied in magnitude. Some methodological and pedagogical implications are discussed.