A Study of the Influence of Grit on Learners’ Motivational Beliefs and Self-Regulated Learning Strategies

Abstract

Grit, defined as perseverance and passion for long-term goals, together with motivation have been increasingly recognised as a key non-cognitive factor influencing learners’ sustained effort in learning and in the long run, academic success. Despite the acknowledged importance of grit, motivation, and self-regulated learning, undergraduates’ ability to sustain these constructs is often constrained by personal stressors and heavy academic workloads, which can challenge even highly capable learners. Hence, this study was set out to examine the influence of grit on learners’ motivational beliefs and self-regulated learning strategies. Using a quantitative research design, data were collected from learners through a set of questionnaires with 4 sections focusing on different variables namely demography, grit, motivational beliefs and self-regulated learning strategies with a total of 45 items. A total of 116 respondents participated in the study. The findings revealed moderate consistency of interest, and difficulty sustaining long-term focus. In addition, the analysis also shows generally positive motivational beliefs among learners and strong intrinsic value toward learning. In terms of self-regulated learning strategy, the cognitive and behavioural domains were shown to be moderate to highly used by the learners. Lastly, it was revealed that grit has a high significant association with learners’ motivational beliefs and their use of self-regulated learning strategies. The findings suggest that grit plays an important role in fostering positive motivational dispositions and effective learning behaviours. This study contributes to the expanding body of research on non-cognitive factors in education and highlights the importance of nurturing grit to support learners’ motivation and self-regulated learning.