Exploring grit in online learning systems: a novel approach to linking self-control and conscientiousness with academic success

The aim of this study was to explore the role of grit as a mediator in the relationship between self-control and conscientiousness and academic success among master’s students in online learning environments. Specifically, this study sought to examine how grit influences the effect of self-control and conscientiousness on academic performance. A quantitative research design was utilized, incorporating random sampling to select participants. The study involved 505 master’s students who completed online-administered psychological scales. Descriptive statistics, product-moment correlation, and second-order structural equation modeling (SEM) were employed for data analysis. The findings revealed a significant positive mediation effect of grit on the relationship between self-control and academic success, as well as between conscientiousness and academic success. The study confirmed that grit is a crucial psychological resource for academic success in online learning settings. The positive effects of self-control and conscientiousness on academic performance were significantly mediated by grit, underscoring its role as a key factor. These insights suggest that educational programs should focus on enhancing student grit and related traits such as self-control and conscientiousness through targeted psychological interventions and structured learning approaches to improve academic success.