Academic grit and academic engagement: The mediating effects of self-efficacy and educational expectations

Abstract

This study investigates the relationship between academic grit and academic engagement, with a focus on the mediating roles of academic self-efficacy and educational expectations. A sample of 1365 adolescents completed four questionnaires measuring academic grit, academic engagement, educational expectations, and academic self-efficacy. Structural equation modeling showed a good model fit (χ²/df = 6.18, root mean squared error of approximation [RMSEA] = 0.07, Bentler's comparative fit index [CFI] = 0.99, Tucker-Lewis index [TLI] = 0.98, standardized root mean square residual [SRMR] = 0.02). Academic grit significantly predicted academic engagement (β = 0.36, P < 0.001). Both academic self-efficacy and educational expectations had significant mediating effects (indirect effect = 0.40, 95% confidence interval [CI; 0.32, 0.49]; indirect effect = 0.03, 95% CI [0.01, 0.04]), accounting for 51% and 3.8% of the total effect, respectively. These findings suggest that academic grit influences academic engagement both directly and indirectly through self-efficacy and expectations, underscoring the critical role of these mediators in enhancing students' academic success and providing insights for educational interventions.