RELATIONSHIP OF MINDSET, GRIT, AND AGE WITH ACADEMIC ACHIEVEMENT OF GRADE 10 STUDENTS

Abstract

The interplay between grit, growth mindset, and academic achievement has become a focal point in educational psychology. Grit and mindset have been studied as non-cognitive skills, whereas numeracy and literacy are cognitive skills. This quantitative study investigated the relationship between these non-cognitive (grit and mindset), chronological age, and cognitive (academic achievement) skills. The population of the study was the tenth-graders (N=21,104) studying in the public sector secondary schools in the Lahore District. A stratified sampling method followed by a lottery system was applied to collect the sample (n=420) from 10 schools in 5 Tehsils of Lahore. Data was collected by administering the two self-reporting questionnaires: The Mindset Survey by Dweck and the Short-Grit Scale (Grit-S) by Duckworth. Data was analyzed through SPSS for all four variables: Mindset, Grit, Age, and Academic Achievement (Marks%). The findings have shown a significant positive correlation between grit scores and academic achievement (Marks%). The study has also highlighted a moderate positive correlation between grit and mindset, and mindset and academic achievement (Marks%). There is a weak but positive correlation between age and academic achievement and age and grit.