Investigating Grit, Self-Regulated Learning, Motivation, and Achievement in Reading, Mathematics and Science

A Mediational and Cross-Cultural Study

M. Xu, Anna Rita Cunha-Harvey, Ronnel B. King, Bjorn de Koning, Martine Baars, Fred Paas

Research output: Contribution to conferenceAbstractAcademic

Abstract

Grit, or more specifically the perseverance dimension of grit, positively predicts academic achievement. Yet the mechanisms through which grit might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining the possible mediating effects of self-regulated learning strategies (control, memorization, elaboration) and motivational beliefs (instrumental motivation and self-efficacy) on the predictive relations of students’ perseverance to their academic achievement in multiple school subjects (reading, mathematics and science). The sample for the study came from the PISA 2000 dataset and included 24,352 population representative 15-year-old students from six PISA-participating countries representing distinct cultures: East Asia (HongKong and the Republic of Korea) and English-speaking Western culture nations (Australia, New Zealand, Scotland and the US). Students’ perseverance positively predicted their strategy use, motivation, and achievement, and the effects were of similar magnitude across subject areas, but stronger in East Asian cultures. Mediation analysis indicated that motivation and self-regulated strategy use mediated the effect of perseverance on achievement; these effects were stronger in Asian cultures. There were cultural differences in which perseverance showed indirect effects through different mediators on achievement; self-efficacy and control strategy had positive and substantially stronger indirect effects in Western countries. Instrumental motivation, memorisation and elaboration strategy use showed more negative indirect effects in Western countries. The results provide important new information on the relationship between perseverance and achievement in different countries, cultures, and domains, and so have important implications for educational practice in these countries.
Original languageEnglish
Number of pages3
Publication statusPublished - 2018
EventEarli/SIG 8 – 16th International Conference on Motivation 2018: Design for Motivation and Emotion - Aarhus University, Aarhus, Denmark
Duration: 15 Aug 201817 Aug 2018
http://conferences.au.dk/icm-2018/

Conference

ConferenceEarli/SIG 8 – 16th International Conference on Motivation 2018
Abbreviated titleICM2018
CountryDenmark
CityAarhus
Period15/08/1817/08/18
Internet address

Fingerprint

learning motivation
cultural studies
mathematics
science
academic achievement
self-efficacy
student
self-control
academic success
educational practice
learning strategy
cultural difference
Korea
mediation
speaking
republic
New Zealand
school

Cite this

Xu, M., Cunha-Harvey, A. R., King, R. B., de Koning, B., Baars, M., & Paas, F. (2018). Investigating Grit, Self-Regulated Learning, Motivation, and Achievement in Reading, Mathematics and Science: A Mediational and Cross-Cultural Study. Abstract from Earli/SIG 8 – 16th International Conference on Motivation 2018, Aarhus, Denmark.
Xu, M. ; Cunha-Harvey, Anna Rita ; King, Ronnel B. ; de Koning, Bjorn ; Baars, Martine ; Paas, Fred . / Investigating Grit, Self-Regulated Learning, Motivation, and Achievement in Reading, Mathematics and Science : A Mediational and Cross-Cultural Study. Abstract from Earli/SIG 8 – 16th International Conference on Motivation 2018, Aarhus, Denmark.3 p.
@conference{319dffb30ad64dc3a5459d0750970e97,
title = "Investigating Grit, Self-Regulated Learning, Motivation, and Achievement in Reading, Mathematics and Science: A Mediational and Cross-Cultural Study",
abstract = "Grit, or more specifically the perseverance dimension of grit, positively predicts academic achievement. Yet the mechanisms through which grit might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining the possible mediating effects of self-regulated learning strategies (control, memorization, elaboration) and motivational beliefs (instrumental motivation and self-efficacy) on the predictive relations of students’ perseverance to their academic achievement in multiple school subjects (reading, mathematics and science). The sample for the study came from the PISA 2000 dataset and included 24,352 population representative 15-year-old students from six PISA-participating countries representing distinct cultures: East Asia (HongKong and the Republic of Korea) and English-speaking Western culture nations (Australia, New Zealand, Scotland and the US). Students’ perseverance positively predicted their strategy use, motivation, and achievement, and the effects were of similar magnitude across subject areas, but stronger in East Asian cultures. Mediation analysis indicated that motivation and self-regulated strategy use mediated the effect of perseverance on achievement; these effects were stronger in Asian cultures. There were cultural differences in which perseverance showed indirect effects through different mediators on achievement; self-efficacy and control strategy had positive and substantially stronger indirect effects in Western countries. Instrumental motivation, memorisation and elaboration strategy use showed more negative indirect effects in Western countries. The results provide important new information on the relationship between perseverance and achievement in different countries, cultures, and domains, and so have important implications for educational practice in these countries.",
author = "M. Xu and Cunha-Harvey, {Anna Rita} and King, {Ronnel B.} and {de Koning}, Bjorn and Martine Baars and Fred Paas",
year = "2018",
language = "English",
note = "Earli/SIG 8 – 16th International Conference on Motivation 2018 : Design for Motivation and Emotion, ICM2018 ; Conference date: 15-08-2018 Through 17-08-2018",
url = "http://conferences.au.dk/icm-2018/",

}

Xu, M, Cunha-Harvey, AR, King, RB, de Koning, B, Baars, M & Paas, F 2018, 'Investigating Grit, Self-Regulated Learning, Motivation, and Achievement in Reading, Mathematics and Science: A Mediational and Cross-Cultural Study' Earli/SIG 8 – 16th International Conference on Motivation 2018, Aarhus, Denmark, 15/08/18 - 17/08/18, .

Investigating Grit, Self-Regulated Learning, Motivation, and Achievement in Reading, Mathematics and Science : A Mediational and Cross-Cultural Study. / Xu, M.; Cunha-Harvey, Anna Rita ; King, Ronnel B. ; de Koning, Bjorn ; Baars, Martine ; Paas, Fred .

2018. Abstract from Earli/SIG 8 – 16th International Conference on Motivation 2018, Aarhus, Denmark.

Research output: Contribution to conferenceAbstractAcademic

TY - CONF

T1 - Investigating Grit, Self-Regulated Learning, Motivation, and Achievement in Reading, Mathematics and Science

T2 - A Mediational and Cross-Cultural Study

AU - Xu, M.

AU - Cunha-Harvey, Anna Rita

AU - King, Ronnel B.

AU - de Koning, Bjorn

AU - Baars, Martine

AU - Paas, Fred

PY - 2018

Y1 - 2018

N2 - Grit, or more specifically the perseverance dimension of grit, positively predicts academic achievement. Yet the mechanisms through which grit might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining the possible mediating effects of self-regulated learning strategies (control, memorization, elaboration) and motivational beliefs (instrumental motivation and self-efficacy) on the predictive relations of students’ perseverance to their academic achievement in multiple school subjects (reading, mathematics and science). The sample for the study came from the PISA 2000 dataset and included 24,352 population representative 15-year-old students from six PISA-participating countries representing distinct cultures: East Asia (HongKong and the Republic of Korea) and English-speaking Western culture nations (Australia, New Zealand, Scotland and the US). Students’ perseverance positively predicted their strategy use, motivation, and achievement, and the effects were of similar magnitude across subject areas, but stronger in East Asian cultures. Mediation analysis indicated that motivation and self-regulated strategy use mediated the effect of perseverance on achievement; these effects were stronger in Asian cultures. There were cultural differences in which perseverance showed indirect effects through different mediators on achievement; self-efficacy and control strategy had positive and substantially stronger indirect effects in Western countries. Instrumental motivation, memorisation and elaboration strategy use showed more negative indirect effects in Western countries. The results provide important new information on the relationship between perseverance and achievement in different countries, cultures, and domains, and so have important implications for educational practice in these countries.

AB - Grit, or more specifically the perseverance dimension of grit, positively predicts academic achievement. Yet the mechanisms through which grit might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining the possible mediating effects of self-regulated learning strategies (control, memorization, elaboration) and motivational beliefs (instrumental motivation and self-efficacy) on the predictive relations of students’ perseverance to their academic achievement in multiple school subjects (reading, mathematics and science). The sample for the study came from the PISA 2000 dataset and included 24,352 population representative 15-year-old students from six PISA-participating countries representing distinct cultures: East Asia (HongKong and the Republic of Korea) and English-speaking Western culture nations (Australia, New Zealand, Scotland and the US). Students’ perseverance positively predicted their strategy use, motivation, and achievement, and the effects were of similar magnitude across subject areas, but stronger in East Asian cultures. Mediation analysis indicated that motivation and self-regulated strategy use mediated the effect of perseverance on achievement; these effects were stronger in Asian cultures. There were cultural differences in which perseverance showed indirect effects through different mediators on achievement; self-efficacy and control strategy had positive and substantially stronger indirect effects in Western countries. Instrumental motivation, memorisation and elaboration strategy use showed more negative indirect effects in Western countries. The results provide important new information on the relationship between perseverance and achievement in different countries, cultures, and domains, and so have important implications for educational practice in these countries.

M3 - Abstract

ER -

Xu M, Cunha-Harvey AR, King RB, de Koning B, Baars M, Paas F. Investigating Grit, Self-Regulated Learning, Motivation, and Achievement in Reading, Mathematics and Science: A Mediational and Cross-Cultural Study. 2018. Abstract from Earli/SIG 8 – 16th International Conference on Motivation 2018, Aarhus, Denmark.