Online Self-Regulated Learning and University Students’ Actual Grade Achievement: The Mediating Effect of Grit During Online Classes

Abstract

Online learning requires self-responsibility, self-regulation, autonomy, determination and passion among students for their academic achievement. Prime objective of present research was to explore the mediating effect of grit in relationship between online self-regulated learning and university students’ actual grade achievement during online classes. Quantitative research paradigm with deductive method was employed in view of the nature of present research. A total of 238 university students, who attended online classes, participated in this study. Correlation, regression, simple mediation and parallel mediation statistical analyses were conducted to analyze the data. The results revealed significant positive relationship between online self-regulated learning, grit and actual grade achievement of university students. Furthermore, grit and its facets i.e. consistency of interest and perseverance of effort fully mediates the relationship of online self-regulated learning and actual grade achievement of university students. Perseverance of effort showed more predictive power for students’ actual grade achievement than consistency of interest. Therefore, it is recommended that university faculty and administrators may focus on role of grit and self-regulated learning during online classes which in-turn will positively contribute towards academic success.