Mediating roles of grit and learning motivation on students’ academic resilience and engagement in Ghana

Résumé fourni par la source

Academic resilience helps students overcome challenges and maintain engagement in their studies. However, the interplay between academic resilience, student engagement, and the mediating roles of grit and learning motivation remains unexplored in Ghana. This study investigated these relationships among Senior High School (SHS) students in the Kwahu North districts of Ghana. Employing an explanatory correlational design, 190 students were recruited for the study. Measures included the University Student Engagement Inventory (USEI), Academic Resilience Scale (ARS-30), Academic Grit Scale (AGS), and Motivated Strategies for Learning Questionnaire (MSLQ). Data were analysed using SPSS and SmartPLS for Partial Least Squares-Structural Equation Modelling (PLS-SEM). The results showed satisfactory reliability, internal consistency, and the validity of the measurement model. Academic resilience explained 27.8% of grit variance, and grit accounted for 44.1% of learning motivation variance. Grit and learning motivation collectively explained 57.3% of academic engagement variance. Mediation analysis highlighted the significant roles of grit and learning motivation in mediating the association between academic resilience and student engagement. Grit and learning motivation emerged as significant mediators. Strengthening these attributes could enhance resilience and sustained academic engagement among SHS students. Tailored interventions by educational policymakers and stakeholders are recommended to foster these qualities in SHS settings.

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