Locus of Control and Its Relationship with Motivation: Mediated by Grit

Authors

    Jennifer Torres Department of Educational Psychology, University of California, Berkeley, USA
    Daniel Chen * Department of Psychology and Consulting, University of British Columbia, Vancouver, Canada daniel.chen@psych.ubc.ca
    Beatriz Peixoto Department of Family Counseling, McGill University, Montreal, Canada
https://doi.org/10.61838/kman.jayps.6.5.16

Keywords:

Locus of Control, Grit, Motivation, Adolescents, Structural Equation Modeling, Educational Psychology

Abstract

Objective:  This study aimed to investigate the relationship between locus of control and academic motivation among adolescents, with grit examined as a potential mediating variable.

Methods and Materials: The study employed a descriptive correlational design and was conducted among 380 high school students in Canada, selected based on the Morgan and Krejcie sample size table. Participants completed three standardized instruments: the Rotter Internal-External Locus of Control Scale, the Short Grit Scale (Grit-S), and the Academic Motivation Scale (AMS). Data were analyzed using SPSS-27 to compute descriptive statistics and Pearson correlation coefficients, while Structural Equation Modeling (SEM) was performed using AMOS-21 to evaluate the mediating effect of grit and assess the fit of the proposed model.

Findings: Descriptive analysis showed that the mean scores were 12.86 (SD = 3.47) for locus of control, 3.62 (SD = 0.58) for grit, and 5.14 (SD = 0.76) for academic motivation. Pearson correlations revealed significant positive relationships between all variables: locus of control and grit (r = .41, p < .001), grit and motivation (r = .47, p < .001), and locus of control and motivation (r = .36, p < .001). SEM results indicated a good model fit (χ²/df = 1.90, CFI = 0.97, RMSEA = 0.048). Grit significantly mediated the relationship between locus of control and motivation, with both direct (β = .25, p = .002) and indirect effects (β = .18, p < .001) being statistically significant.

Conclusion: The findings suggest that adolescents with an internal locus of control tend to demonstrate higher grit, which in turn enhances their academic motivation. Grit functions as a key psychological mechanism that strengthens the influence of control beliefs on motivational outcomes, indicating its importance in educational development and intervention planning.

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Additional Files

Published

2025-05-01

Submitted

2024-01-15

Revised

2025-03-16

Accepted

2025-03-22

How to Cite

Torres, J., Chen, D., & Peixoto, B. (2025). Locus of Control and Its Relationship with Motivation: Mediated by Grit. Journal of Adolescent and Youth Psychological Studies (JAYPS), 6(5), 1-10. https://doi.org/10.61838/kman.jayps.6.5.16