Path Analysis of Grit, Self-Efficacy, Self-Regulation, and Science Academic Performance in Online Learning

Aims: This study investigates the relationships between grit, self-efficacy, self-regulation, and Science academic performance among junior high school students in an online learning context. While previous research has established the importance of these non-cognitive skills in academic success, their specific interplay during the pandemic remains underexplored. This study tested a model examining the impact of grit, self-regulation, and self-efficacy on students' Science academic performance in an online setting, focusing on the extent of these traits, their relationships with performance, individual contributions, and the mediating role of self-regulation and self-efficacy. Study Design: The research employed a quantitative design and path analysis. Place and Duration of Study: The study included 216 junior high school students from a private school in Bacolod City during the 2020-2021 school year selected through random sampling. Methodology: Data were collected through online surveys, completed via Google Forms over two weeks. The instruments used were the Short Grit Scale, Self-Efficacy Online Learning Questionnaire, and Academic Self-Efficacy Scale for Filipino Junior High School. Descriptive and inferential statistics were used to analyze data, with model relationships tested using path analysis. Results: Findings revealed that students exhibited average levels of grit and moderately high levels of self-efficacy and self-regulation. Grit did not directly impact Science academic performance, nor did self-regulation or self-efficacy mediate this relationship. An unexpected finding was that consistency of interest negatively impacted time management, while perseverance of effort positively influenced metacognitive skills, time management, and persistence. Conclusion: These results highlight the complexity of factors influencing academic performance in online learning environments. While grit, self-efficacy, and self-regulation are essential for student development, their direct impact on academic performance requires further investigation. This study underscores the need for educational strategies that cultivate these non-cognitive skills to improve students' academic performance across diverse learning settings and modalities.