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36713/epra2016 ISSN: 2455-7838(Online)

EPRA International Journal of Research and Development (IJRD)
Volume: 6 | Issue: 9 | September 2021 - Peer Reviewed Journal

THE RELATIONSHIP BETWEEN GROWTH MINDSET,

GRIT, AND ACADEMIC ACHIEVEMENT: DOES GOAL
COMMITMENT MATTER?

Ebenezer Nrumah1*, Prosper Nkrumah2, Yaw Frimpong3

1,3
School of Management, Jiangsu University, Zhenjiang, Jiangsu Province, China
2
Department of Mathematical Science, Simon Diedong Dombo University of Business and Integrated
Development Studies

*Corresponding Author: Ebenezer Nrumah

Article DOI: https://doi.org/10.36713/epra8371

DOI No: 10.36713/epra8371

ABSTRACT
This present study's consisted of Ghanaian junior high school adolescents, precisely JHS1 and JHS 2. The study
duration spanned from January 2019 to October 2020. During the study period, two assessments were done. In the
first assessment, primary six students consisting of 425 adolescents, were assessed from 35 schools. During the
year 2019, students in primary six who partook in the first assessment were engaged when they had been promoted
to Junior high school. They included students who had become part of the classroom experiment. Eventually, this
approach resulted in a sample size of 632 students for both JHS 1 and JHS 2. The data collection used structured
questionnaires, and the snowballing approach was used for sampling and sample recruitment. The analytical
method used for data analysis is structural equation modeling (SEM). This method is reliable for understanding
the unique relationship between the dependent and independent variables to reveal their direct and indirect effects.
This present study found that a growth mindset and grit are proportionally related to students' academic
achievement. However, grit should be measured by the perseverance of effort, not consistency of interest and
conscientiousness, to positively affect academic achievement. Both goal commitment and growth mindset are
related to understanding how grit contributes positively to academic success. In essence, the findings imply that
students need to have the perseverance to trigger their growth mindset and goal commitment to affect their academic
pursuits positively.
KEYWORDS: Growth mindset; Grit; Academic achievement; Goal commitment

INTRODUCTION sampling technique has explored the mechanisms

The learning process is a gradual practice underlying grit among adolescents, particularly in the
that involves an effort to persevere, especially in the Ghanaian educational setting. As such, this research
face of difficulties and drawbacks (Binning et al., focuses on two psychological progenitors that are
2018). Latest evidence has shown that grit is a potentially guided (goal commitment and growth
significant factor connected to student engagement mindset), exploring whether, in academic learning,
and academic achievement, described as enthusiasm adolescents who have a growth mindset and high
and determination in fulfilling long-term goals commitment to their educational objectives tend to be
(Eskreis-Winkler et al., 2014; Duckworth & Quinn, gritty.
2009; Duckworth et al., 2007). In other words, Grit is linked to military turnover and
learners who work extremely hard but still enjoy performance, work environment, and classroom
what they do are more capable of overcoming (Eskreis-Winkler et al., 2014; Duckworth and Quinn,
challenges and succeed well (Dweck et al., 2014). 2009; Duckworth et al., 2007). In the educational
Notwithstanding the significant position of grit in setting, grit is correlated with academic achievement
formal learning in general and in Ghanaian culture, metrics, such as the existing grade point average of
limited empirical research using a purposeful pupils (Muenks et al. 2018; 2017) and potential GPA

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 SJIF Impact Factor 2021: 8.013| ISI I.F.Value:1.241| Journal DOI: 10.36713/epra2016 ISSN: 2455-7838(Online)
EPRA International Journal of Research and Development (IJRD)
Volume: 6 | Issue: 9 | September 2021 - Peer Reviewed Journal

in high schools (Duckworth & Quinn, 2009). The 54.8%. During the year 2019, students in primary six
involvement of grit in academic success has recently who partook in the first assessment were engaged
been questioned due to only low and medium when they had been promoted to Junior high school.
associations between these two factors and the They included students who had become part of the
considered detrimental validity of grit beyond and classroom experiment. Eventually, this approach
above conscientiousness and self-regulation resulted in a sample size of 632 students for both JHS
(Muenks et al., 2017; Credé et al., 2017). One 1 and JHS 2. Out of the total sample size, 55.4%
potential reason for these results is that, by were females in JHS1, and 56.4% were also females
aggregating two facet-level scores, most existing in JHS 2. In essence, females formed a majority of
studies have employed an overall sum rating of grit the participants of the study. The overall response
(Guo et al., 2019 Credé et al., 2017). rate was high but encountered some missing data.
Learners with a growth mentality are more Specifically, the missing data were approximately
likely to see difficulties and failures as learning 1.4% and 1.7% for JHS 1 and JHS 2, respectively.
opportunities; thus, they tend to show resilience and The data collection used structured questionnaires,
give greater attention to dealing with issues in the and the period for answering the questionnaires was
face of struggles. In turn, this commitment and focus approximately one hour on average. Moreover,
contribute to academic achievement in school informed consent was issued to the respective
(Dweck et al., 2014). As a result, grit will serve as a authorities, and the questionnaires were carefully
mediator between academic achievement and explained to the volunteers. The snowballing
engagement and growth mindset. Research findings approach was used for sampling and sample
have shown that growth mindsets are closely related recruitment.
to academic achievement (Costa & Faria, 2018). In A missing completely at random test (MCAR)
reality, initiatives (Yeager et al., 2016; Blackwell et proposed by Little (1988) was conducted to solve the
al., 2007) have shown that their academic missing data problem. Evidence from the test
performance is increased by motivating students to suggests that the data for each variable was not
adopt a growth mindset. Therefore, this association's missing completely at random. Moreover, some form
primary issue tends to be that people with a growth of attrition tests were performed to match the key
mindset connect their accomplishments and setbacks variables regarding those who were dropped out
to commitment and practice instead of ability based on their responses. In comparison, the students
(Dweck, 1986). who participated in the study who were in Primary
This study intends to examine the degree to six, JHS 1, and JHS2 did not differ from those who
which grit serves as a mediating factor in the participated. The number of students who
relationship between goal commitment, growth participated was and those who stopped answering
mindset, and academic achievement (engagement and the questionnaires along with the study. The full
Grade Point Average [GPA]). information maximum likelihood estimation method
was utilized to resolve the issues with missing data.
MATERIALS AND METHOD More important, girls other than boys tend to have
This present study's consisted of Ghanaian more engagement, perseverance of effort, and a good
junior high school adolescents, precisely JHS1 and GPA (x2= 5.01, p<0.05). (See table 1 for more
JHS 2. The study duration spanned from January details). The analytical method used for data analysis
2019 to October 2020. During the study period, two is structural equation modeling (SEM). This method
assessments were done. In the first assessment, is reliable for understanding the unique relationship
primary six students consisting of 425 adolescents, between the dependent and independent variables to
were assessed from 35 schools. The students' ages reveal their direct and indirect effects.
ranged from 12 to 13, and most of the students who
participated in the study were females representing
Table 1 Full information maximum likelihood estimation results
X2 T-statistics P-value
Primary six 0.01 0.95
Growth Mindset 1.18 0.22
Engagement 1.53 0.11
GPA 1.8 0.06
JHS1

2021 EPRA IJRD | Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com |72 |

 SJIF Impact Factor 2021: 8.013| ISI I.F.Value:1.241| Journal DOI: 10.36713/epra2016 ISSN: 2455-7838(Online)
EPRA International Journal of Research and Development (IJRD)
Volume: 6 | Issue: 9 | September 2021 - Peer Reviewed Journal

Goal commitment 1.22 0.21

Engagement 0.06 0.94
GPA 1.63 0.09
Consistency of interest -0.41 0.66
Socio Economic status 1.44 0.14
academic persistence 1.64 0.09
conscientiousness 0.34 0.71
JHS2
Perserverance of effort 2.02 <0.05
Engagement 2.26 <0.05
GPA 5.07 <0.01

VARIABLES MEASUREMENT and the specification of their goals toward their

Growth mindset attitudes or behaviors was garnered (Flunger et al.,
Growth mindset assessments of students were 2016). Three items were used to measure goal
done using six items adopted the measurements commitment's overall construct on a 7-point Likert
proposed by Blackwell et al. (2007). Blackwell et al. scale where 7 = very much and 1= not at all. The
(2007) contend that it is unlikely to easily change Cronbach alpha for the construct was 0.75.
people's intelligence, which depicts the diligence and Academic Engagement and Achievement
conscientiousness of human capabilities that Measurement items for these constructs were
seemingly hard to change by an individual. The adopted from Salmela-Aro and Upaday (2012). To be
students were asked to consent to the questions asked specific, latent variables measured academic
on a scale of one (1) to five (5), where 5 = engagement; thus, energy, dedication, and absorption
completely agree to 1 = completely disagree. Two were represented by one item each. Therefore, the
items loaded satisfactorily and were later removed overall items used to measure academic engagement
from the data in further analysis. Specifically, the was three (3). Three items were used to measure goal
four (4) left for the analysis were reversed to depict a commitment's overall construct on a 7-point Likert
growth mindset other than a fixed mindset. scale where 7 = very much and 1= not at all. The
Therefore, questions with higher scores represented Cronbach alpha for the construct was 0.94.
students with a growth mindset. The four items had a On the other hand, academic achievement was
Cronbach alpha coefficient of 0.67, passing the good measured by the students' grade point averages and
to a fitness test. based on academic assessments.
Grit Other Variables (Control Variables)
The grit measurements were adopted from Academic persistence, conscientiousness,
Duckworth and Quinn (2009), where they utilized 8 socio-economic status, and gender were evaluated
items to measure that construct. Two latent variables based on self-reporting items. In the course of the
measured grit: consistency of interest (CSI) and analysis, engagement, and academic achievement
perseverance (PEF). 4 items measured both latent (GPA) were included as control variables. To assess
variables. The items were measured on a scale of 1 to the participants' socio-economic status, the students
5 where 5 = completely agree to 1 = completely were asked to rate their parents' financial status on a
disagree. All the items loaded satisfactorily with a scale of 5 where 5 = good to 1 = bad. Academic
Cronbach alpha of 0.69 and 0.77 for consistency of persistence was measured on a 7-point Likert scale (7
interest and perseverance of effort, respectively. = Very true, 1 = not true at all) with three items
Goal Commitment (Educational context) (Niemivirta, 2020). Conscientiousness was measured
The measurement used by Little (1983) in the on a five-point Likert scale (5 = completely agree, 1
Personal Project Analysis Inventory was adopted. = completely disagree) with two items. The Cronbach
The measures focused on the educational context alpha for the three constructs were 0.80, 0.79, and
goal assessment of students personally. Initially, the 0.91, respectively.
students (participants) were instructed to put down
their personal goals concerning education and school.
Subsequently, an appraisal of their goals was done,

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 SJIF Impact Factor 2021: 8.013| ISI I.F.Value:1.241| Journal DOI: 10.36713/epra2016 ISSN: 2455-7838(Online)
EPRA International Journal of Research and Development (IJRD)
Volume: 6 | Issue: 9 | September 2021 - Peer Reviewed Journal

FINDINGS AND DISCUSSION descriptive statistics of the variables such as the

Table 2 outlines the variables description and their mean, standard deviation, and the range or scale of
indicators in the study. Also, it displays the measurement.

Table 2 Variable description and descriptive statistics

Indicator Variable description Mean Standard Deviation Range
GRM Growth mindset 3.11 0.87 1–5
GCM Goal commitment 5.78 0.94 1–7
CSI Consistency of interest 3.18 0.73 1–5
PEF Perserverance of effort 3.32 0.78 1–5
CON conscientiousness 3.19 0.65 1–5
ACPR Academic perseverance 4.56 1.4 1–7
SOES Socio Economic status 3.98 0.97 1–5
GEN Gender 1.44 0.49 1–2
JH1GPA Junior High Student GPA 8.17 0.85 5–10
JH1ENG Junior High student engagement 4.24 1.48 1–7
JH2GPA Senior Hign Student GPA 8.22 1 5–10
JH2ENG Senior high student engagement 4.31 1.47 1–7

Table 3 exhibits the correlation results of the academic perseverance, and academic achievement
variables. From the table, it can be reported that all (JHS1GPA and JHS2GPA) are significantly
the variables have a positive correlation with a correlated to a growth mindset.
growth mindset, but only perseverance of effort,

Table 3 Correlation results

GRM GCM CSI PEF CON ACPR SOES GEN JH1GPA JH1ENG JH2GPA JH2ENG
GRM 1
GCM 0.07 1
CSI 0.08 0.07 1
PEF 0.14** 0.30** 0.08 1
CON 0.04 0.13 0.47** 0.29** 1
ACPR 0.12** 0.11 0.51** 0.38** 0.44** 1
SOES 0.04 0.27** 0.05 0.27** 0.04 0.13** 1
GEN 0.01 -0.01 0.03 -0.02 0.01 0.07 0.09** 1
JH1GPA 0.31*** 0.17** 0.04 0.28** 0.13** 0.30** 0.05 -0.21** 1
JH1ENG 0.08 0.31** 0.06 0.45** 0.18** 0.19** 0.12** -0.01 0.19** 1
JH2GPA 0.29*** 0.12* 0.05 0.36** 0.17** 0.33** 0.09** -0.20** 0.85** 0.19** 1
JH2ENG 0.03 0.25** 0.10* 0.43** 0.16** 0.23** 0.17** -0.05 0.17** 0.50** 0.25** 1
Note: *** indicates 1% significance level, ** indicates 5% significance level. * indicates 10% significance
level.

In table 4, the structural equation modeling evident that a growth mindset contributes positively
estimates are presented. From the results, the direct to students' academic achievement regarding their
effect of growth mindset to the consistency of interest grade point average (β = 0.20, p-value < 0.05).
can be reported as insignificant as well as a growth However, the indirect effect of growth mindset to
mindset to the perseverance of effort and engagement academic achievement showed positive and
as a result of academic achievement. However, it is significant effect on academic achievement on both

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 SJIF Impact Factor 2021: 8.013| ISI I.F.Value:1.241| Journal DOI: 10.36713/epra2016 ISSN: 2455-7838(Online)
EPRA International Journal of Research and Development (IJRD)
Volume: 6 | Issue: 9 | September 2021 - Peer Reviewed Journal

variables (GPA: β = 0.05, p-value < 0.05; ENG: β = together with grit to ascertain the effects on academic
0.05, p-value < 0.05).In light of the indirect effects, achievement. In retrospect, the direct effect of goal
when a growth mindset is intervened by grit commitment to grit variables revealed positive, but
(consistency of interest), their academic achievement the consistency of interest showed an insignificant
relationship is insignificant. Both the two variables effect. Nevertheless, for the direct effect of goal
used to measure academic achievement thus, GPA (β commitment on academic achievement, the result
= -0.01, p-value > 0.1) and engagement (ENG) (β = showed insignificant effects on GPA and
0.01, p-value > 0.1) insignificantly related to growth engagement. However, the indirect effect of goal
mindset (GRM) and consistency of interest (CSI). commitment on academic achievement is positively
With regard to perseverance of effort as a measure of significant. This implies that goal commitment can
grit, a positive effect was established with its trigger academic success when it is backed by grit.
intervening role between growth mindset and To account for the grit measure's individual
academic achievement (GPA: β = 0.05, p-value = intervening effects, goal commitment intervened by
0.05; ENG: β = 0.05, p-value = 0.05). For the consistency of interest and conscientiousness has
conscientiousness as a measure of grit, it is evident an insignificant effect on academic achievement.
that growth mindset intervened by conscientiousness However, the perseverance of effort intervened
have no significant effect on academic achievement between goal commitment and academic
irrespective of GPA and engagement (GPA: β = 0.01, achievement are positively connected.
p-value > 0.1; ENG: β = 0.01, p-value > 0.1). The Meanwhile, goal commitment and grit's
overall effect of the growth mindset and grit suggests aggregate effect are positively connected to academic
that they positively affect academic achievement achievement, thus GPA and engagement. Moreover,
when GPA is used as the measure but not male students tend to have goal commitment and
engagement. growth mindset more than female students, which
More importantly, the educational-related goal literally translate into higher academic achievements.
commitment was critically considered to understand Students' socio-economic status also positively
the difference between the students' growth mindset. influences goal commitment and growth mindset
Despite that, the effects of goal commitment with the perseverance of effort and their GPA.
regarding their educational needs were modeled
Table 4 Results from the structural equation modelling (direct, indirect, and aggregate effects)
CSI PEF GPA ENG

Growth Mindset
Direct effect 0.09(0.07) 0.13(0.06) 0.20***(0.04) 0.04(0.06)
indirect effect 0.05**(0.02) 0.05**(0.03)
GRM -> CSI -0.01(0.01) 0.01(0.02)
GRM -> PEF 0.02**(0.01) 0.04**(0.02)
GRM -> CON 0.01(0.00) 0.01(0.00)

Aggregate effect 0.26***(0.04) 0.1(0.06)

Goal Commitment
Direct effect 0.09(0.06) 0.28***(0.06) 0.01(0.05) 0.012(0.08)
indirect effect 0.08***(0.02) 10***(0.02)
GCM -> CSI -0.01(0.01) 0.01(0.02)
GCM -> PEF 0.05***(0.01) 0.09***(0.02)
GCM -> CON 0.02(0.01) -0.1(0.00)

Aggregate effect 0.09*(0.04) 0.23***(0.08)

Covariates
SOES 0.3(03) 0.20**(0.03) 0.03*(0.1) 0.05(0.05)
GEN 0.02(0.03) 0.01(0.03) -0.03*(0.01) -0.06(0.03)
JH1GPA 0.00(0.04) 0.016**(0.03) 0.80**(0.01) 0.01(0.04)
JH1ENG 0.03(0.05) 0.36**(0.04) -0.01(0.01) 0.37**(0.04)
Note: *** indicates 1% significance level, ** indicates 5% significance level. * indicates 10% significance
level.

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 SJIF Impact Factor 2021: 8.013| ISI I.F.Value:1.241| Journal DOI: 10.36713/epra2016 ISSN: 2455-7838(Online)
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