The Relationship of Grit, Career Adaptability, Self-Regulated Learning, and Academic Adjustment: Focusing on the Multiple Mediational Effects

Hyo Jin Lim, Mae Hyang Hwang, Hyesuk Ha

Abstract

This study aimed to examine the relationship of grit, career adaptability, self-regulated learning, and academic adjustment for students in the Open University in Korea. We specifically investigated how grit can be mediated by career adaptability and self-regulated learning. We administered survey questionnaires for 300 university students and analyzed 289 responses using confirmatory factor analysis and structural equation modeling. Results showed that the direct effect of grit on academic adjustment was not statistically significant; however, indirect effects via career adaptability and self-regulated learning were statistically significant. It suggests that when students' grit is higher, they are more likely to have higher career adaptability and self-regulated learning, impacting academic adjustment. Our research was conducted with students in the Open University, where the students took online-based courses throughout four academic years. The present findings indicate that grit can significantly facilitate academic adjustment for students in non-traditional institutions.

 

 

Keywords: grit, career adaptability, self-regulated learning, academic adjustment, multiple mediational effects.

 

 


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