Learning Motivation and Academic Resilience: The Mediating Role of Grit in Adolescents
Keywords:
Learning motivation, Academic resilience, Grit, AdolescentsAbstract
Objective: This study aimed to examine the relationships between learning motivation and academic resilience, and to test the mediating role of grit among adolescents in Argentina.
Methods and Materials: A descriptive correlational design was employed with a sample of 405 secondary school students selected based on the Morgan and Krejcie sample size determination table. Participants completed standardized self-report instruments: the Academic Motivation Scale (Vallerand et al., 1992), the Academic Resilience Scale (Cassidy, 2016), and the Short Grit Scale (Duckworth & Quinn, 2009). Data analysis was conducted in two stages. Pearson’s correlation tests were performed using SPSS version 27 to examine bivariate relationships between variables, and Structural Equation Modeling (SEM) was applied using AMOS version 21 to test the hypothesized mediational model.
Findings: Pearson’s correlation analysis indicated significant positive relationships between learning motivation and grit (r = .48, p < .001), and between academic resilience and grit (r = .52, p < .001). SEM results confirmed that grit significantly mediated the relationship between learning motivation and academic resilience (indirect effect = 0.21, 95% CI [0.13, 0.30]). Model fit indices supported the adequacy of the structural model (χ²/df = 2.15, CFI = .94, TLI = .92, RMSEA = .052), demonstrating that grit functions as a key psychological mechanism linking motivational and resilience constructs to adolescent academic outcomes.
Conclusion: The findings highlight grit’s critical mediating role in transforming motivational and resilience resources into sustained academic persistence. These results provide empirical support for designing educational interventions that simultaneously strengthen motivation, resilience, and grit to enhance adolescent learners’ academic success.
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