Why are students with a higher level of grit more engaging in learning? The mediation effect of negotiable fate on the grit-student engagement relationship in higher education during COVID-19

Why are students with a higher level of grit more engaging in learning? The mediation effect of negotiable fate on the grit-student engagement relationship in higher education during COVID-19

• Yau, Oscar K. T. The Chinese University of Hong Kong
• Shu, Tse Mei The Hong Kong University of Science and Technology

Journal of Pacific Rim Psychology, 17, 2023

SAGE Publications

2023

• A Human Growth & Development
  • AC Socialization, Self-concept, Self-esteem, Identity, Affective, Emotional, Psycho-social & Moral Development
• C Psychology & Learning
  • CB Psychology of Learning

Consistency of Interests COVID-19 Grit Higher Education Negotiable Fate Perseverance of Effort Student Engagement

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

The COVID-19 pandemic has altered learning and teaching approaches in higher education. Research concerning COVID-19 revealed inconsistent results on student engagement, which is a robust predictor of academic performance in higher education. This exploratory study examines the relationship between grit and student engagement in the pandemic through the mediating role of negotiable fate. Although previous research demonstrated that grit could positively predict student engagement, there have been inconsistent findings between the two sub-factors of grit: consistency of interest (grit-CI) and perseverance of effort (grit-PE). Besides, there is a lack of theoretical explanation of the mechanism between grit and engagement. The adaptation of negotiable fate seeks to provide one of the pathways of how grit would be associated with student engagement. To examine these hypotheses, the present study recruited 339 undergraduate students from two universities in Hong Kong to participate in an online survey. The results showed that grit, grit-PE, and negotiable fate positively correlate with student engagement, but the path of grit-CI did not reveal any significant results. After accounting for the mediating effect of negotiable fate, grit-PE still positively correlates with student engagement, suggesting a partial mediation model. This study provides empirical evidence that grit positively predicts student engagement with the mediation of negotiable fate. However, only grit-PE was positively associated with other variables, while grit-CI did not reveal any significant predictions. The present study (1) extends the understanding of the mechanism between grit and student engagement and (2) explores the mediating role of negotiable fate in this relationship in the higher education context. Theoretical and practical implications of this mediation model among grit, negotiable fate, and student engagement were discussed. Copyright © 2023 SAGE Publications.

• English

Journal Articles

• 18344909

• 10.1177/18344909231171728

https://bibliography.lib.eduhk.hk/en/bibs/da852612

2024-05-17