College students' grit, autonomous learning, and well‐being: Self‐control as a mediator

Abstract

Objective(s) To use self‐control and self‐determination theories in a grit model with self‐control as a mediator of autonomous learning and well‐being. Method A cross‐sectional online survey using a convenience sampling approach was employed to recruit 511 university students (70.6% female) with an average age of 25. Results Grit was positively related to self‐control, autonomous learning, and grade point average (GPA). Additionally, self‐control had a mediated effect on the relationship between grit and autonomous learning, and between grit and well‐being. Conclusions Findings offer insights on the role of self‐control in enhancing autonomous learning and GPA among gritty students. Implications are also offered for research and practice in higher education settings.

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