Structural relations among achievement goals, perceptions of classroom goals, and grit

Grit has attracted a considerable amount of research attention, particularly for its role in predicting academic success, yet little is known about how and why some students exhibit more grit than others. The current study aims to investigate the relationships-both direct and indirect-among classroom goal structure, achievement goals, and grit. The hypothesis of this study is that achievement goals mediate the relationships between goal structure and grit. To test the hypothesized model, structural equation modeling is applied to data from 585 college student participants. The findings indicate that perceived mastery goal structure directly influences grit whereas perceived performance goal structure does not. Further, individual mastery and performance-avoidance goals successfully mediate the relationships between goal structures and grit. Finally, this study concludes by describing its potential implications, as well as future directions for research into achievement goals, goal structures, and grit.