Academic self-efficacy, self-esteem, and grit in higher online education: Consistency of interests predicts academic success

Abstract

Academic self-efficacy, self-esteem, and grit (i.e., perseverance of effort and consistency of interests) have all separately shown to predict academic success within traditional education. In higher online education, information on these relationships is lacking, while this group of learners is growing in size and importance. We therefore investigated the total as well as the unique predictive value of academic self-efficacy, self-esteem, and grit on academic success in higher online education. Moreover, mediation effects were investigated. Students of a higher online education university in the Netherlands participated (N = 2027, age 18–80 years) in this observational study. Participants filled out online questionnaires on the variables of interest and potential confounding variables at baseline. Academic success was measured objectively through information provided by the exam registration office and operationalized in three variables: exam attempt, study progress, and academic performance. Logistic regression analyses showed that consistency of interests significantly predicted exam attempt (B = .43, p < .001). Generalized multiple linear regression analyses with negative binomial distribution showed that consistency of interests was a significant predictor of study progress (B = .16, p < .001). Mixed model analyses revealed no significant predictors for academic performance (ps > .06). The fact that of our three predictors solely consistency of interests was found to be predictive for academic success indicates that online educational institutes should pay attention to consistency of interests of their students to improve the academic success rates.

Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy

“…In turn, enhanced self-efficacy beliefs can increase learners’ engagement in online learning activities. This is in line with previous research that found self-efficacy mediating between grit and achievement (Jiang et al, 2021 ; Li & Yang, 2023 ; Neroni et al, 2022 ). This finding underscores self-efficacy beliefs in promoting engagement and achievement in online contexts (Alemayehu & Chen, 2021 ).…”

“…Specifically, individuals with higher levels of L2 grit and FLE may have higher levels of online learning self-efficacy, which in turn leads to increased engagement in online learning activities. Empirical studies have found that self-efficacy mediates the relationship between various constructs and academic achievement (Neroni et al, 2022 ), which supports this hypothesis.…”

Defining dignity in higher education as an alternative to requiring ‘Trigger Warnings’

“…A key role of academic staff is maintaining the dignity of all students, but it is a primary concern for those students who have mental health issues, disability, or have experienced some form of abuse. It is important for their well‐being and their ability to learn (Neroni et al, 2022). The concept of personal dignity will be discussed in the section below with reference to the philosophy of Emmanuel Lévinas (Levinas, 1985).…”

An ideal sense of self: Proposition of holistic self and holistic mindset from the unique anthropological–sociocultural perspective of life and death education.

“…The self-system, reflecting an interconnected network of self-beliefs or self-perceptions, may help a person to make sense of the world around him. Researchers investigating the self-system have included self-concept (Craven & Marsh, 2008; Marsh, 2022, 2023; Shavelson et al, 1976; Worrell, 2007), self-efficacy (Bandura, 1977; Pajares & Schunk, 2001; Peura et al, 2019; Phan et al, 2018), and self-esteem (Blascovich & Tomaka, 1991; Marsh & O’Mara, 2008; Neroni et al, 2022; Tompkins et al, 2018). One particular line of research development (e.g., the study of academic self-concept), according to McCombs (1986), has involved the viewing of the self-system as both the subject (e.g., causal agent) and object (e.g., how we perceive ourselves, our knowledge and feelings about ourselves) of experience or cognitive construction.…”