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Linking Students' Grit and Academic Engagement: Mediating Role of Academic Motivation and Self-Regulated Learning

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Title: Linking Students' Grit and Academic Engagement: Mediating Role of Academic Motivation and Self-Regulated Learning
Language: English
Authors: Paul Obeng (ORCID 0000-0002-5564-9240), Medina Srem-Sai (ORCID 0000-0002-7623-1126), Iddrisu Salifu (ORCID 0000-0002-1605-5941), Mustapha Amoadu (ORCID 0000-0002-9582-8884), Francis Arthur (ORCID 0000-0001-7792-6563), Edmond Kwesi Agormedah, John Elvis Hagan (ORCID 0000-0003-3530-6133), Thomas Schack
Source: British Educational Research Journal. 2025 51(5):2511-2535.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Persistence, Resilience (Psychology), Learner Engagement, Student Motivation, Self Management, High School Students, Foreign Countries, Learning Motivation
Geographic Terms: Ghana
Assessment and Survey Identifiers: Motivated Strategies for Learning Questionnaire
DOI: 10.1002/berj.4185
ISSN: 0141-1926
1469-3518
Abstract: The study investigated the relationships between students' grit, academic engagement, motivation and self-regulated learning (SRL). It explored the mediating role of academic motivation and SRL in the relationship between students' grit and academic engagement. Understanding these dynamics can help educators foster environments that enhance student engagement through targeted interventions. A predictive correlational design was used to model the relationships among the variables. Stratified random sampling selected 190 senior high school students from the Kwahu Afram Plains District in Ghana. Data were collected using validated instruments: the University Student Engagement Inventory (USEI); Academic Grit Scale (AGS); Motivated Strategies for Learning Questionnaire (MSLQ); and Self-Regulated Learning Scale (SRLS). Analysis was performed using partial least squares structural equation modelling to handle non-normality in the data. The results indicated that academic grit positively influenced academic motivation ([beta] = 0.631, p < 0.001), academic engagement ([beta] = 0.320, p = 0.001) and SRL ([beta] = 0.756, p < 0.001). Academic motivation and SRL partially mediated the relationship between grit and academic engagement. The model demonstrated strong reliability and validity, with significant indicator loadings and acceptable variance inflation factors, indicating no multicollinearity issues. Grit significantly impacts academic engagement directly and indirectly through academic motivation and SRL. These findings highlight the importance of fostering grit, motivation and self-regulation in students to enhance their academic engagement. Hence, educators are encouraged to design cognitive-behavioural interventions to promote these attributes in order to ultimately improve educational outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486202
Database: ERIC
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  Value: &lt;anid&gt;AN0188606565;bed01oct.25;2025Oct14.06:25;v2.2.500&lt;/anid&gt; &lt;title id=&quot;AN0188606565-1&quot;&gt;Linking students&#39; grit and academic engagement: Mediating role of academic motivation and self‐regulated learning&#160;&lt;/title&gt; &lt;p&gt;The study investigated the relationships between students&#39; grit, academic engagement, motivation and self‐regulated learning (SRL). It explored the mediating role of academic motivation and SRL in the relationship between students&#39; grit and academic engagement. Understanding these dynamics can help educators foster environments that enhance student engagement through targeted interventions. A predictive correlational design was used to model the relationships among the variables. Stratified random sampling selected 190 senior high school students from the Kwahu Afram Plains District in Ghana. Data were collected using validated instruments: the University Student Engagement Inventory (USEI); Academic Grit Scale (AGS); Motivated Strategies for Learning Questionnaire (MSLQ); and Self‐Regulated Learning Scale (SRLS). Analysis was performed using partial least squares structural equation modelling to handle non‐normality in the data. The results indicated that academic grit positively influenced academic motivation (β = 0.631, p &amp;lt; 0.001), academic engagement (β = 0.320, p = 0.001) and SRL (β = 0.756, p &amp;lt; 0.001). Academic motivation and SRL partially mediated the relationship between grit and academic engagement. The model demonstrated strong reliability and validity, with significant indicator loadings and acceptable variance inflation factors, indicating no multicollinearity issues. Grit significantly impacts academic engagement directly and indirectly through academic motivation and SRL. These findings highlight the importance of fostering grit, motivation and self‐regulation in students to enhance their academic engagement. Hence, educators are encouraged to design cognitive‐behavioural interventions to promote these attributes in order to ultimately improve educational outcomes.&lt;/p&gt; &lt;p&gt;Keywords: academic engagement; academic grit; academic motivation; self‐regulated learning&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; Academic grit had a positive influence on academic motivation.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Academic grit significantly influenced academic engagement.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Academic grit had a positive effect on self‐regulated learning.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Academic motivation had a positive influence on academic engagement.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Self‐regulated learning had a positive influence on academic engagement.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Academic motivation partially mediates the positive influence academic grit had on academic engagement.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Self‐regulated learning partially mediates the positive influence academic grit had on academic engagement.&lt;/item&gt; &lt;/ulist&gt; &lt;p&gt;Key insights What is the main issue that the paper addresses?The study investigated the relationships between students&#39; grit, academic engagement, motivation and self‐regulated learning (SRL). It explored the mediating role of academic motivation and SRL in the relationship between students&#39; grit and academic engagement. What are the main insights that the paper provides?&lt;/p&gt; &lt;hd id=&quot;AN0188606565-2&quot;&gt;INTRODUCTION&lt;/hd&gt; &lt;p&gt;Globally, there has been a concerted effort to improve the quality of education through increased student engagement, enrolment and greater students&#39; satisfaction following Sustainable Development Goal 4 (SDG 4), which strives for inclusive and high‐quality education for everyone (Arkorful et&#160;al.,&#160;[&lt;reflink idref=&quot;bib7&quot; id=&quot;ref1&quot;&gt;7&lt;/reflink&gt;]; Jones et&#160;al.,&#160;[&lt;reflink idref=&quot;bib51&quot; id=&quot;ref2&quot;&gt;51&lt;/reflink&gt;]; Žalėnienė &amp;amp; Pereira,&#160;[&lt;reflink idref=&quot;bib93&quot; id=&quot;ref3&quot;&gt;93&lt;/reflink&gt;]). While many regions have made significant strides, Sub‐Saharan Africa (SSA) still faces considerable challenges in achieving these educational goals (Ainscow,&#160;[&lt;reflink idref=&quot;bib3&quot; id=&quot;ref4&quot;&gt;3&lt;/reflink&gt;]; Arkorful et&#160;al.,&#160;[&lt;reflink idref=&quot;bib7&quot; id=&quot;ref5&quot;&gt;7&lt;/reflink&gt;]; UNICEF,&#160;[&lt;reflink idref=&quot;bib88&quot; id=&quot;ref6&quot;&gt;88&lt;/reflink&gt;]). Despite various interventions in SSA, issues such as low academic engagement, low academic performance, high dropout rates and low attrition rate persist (Agormedah,&#160;[&lt;reflink idref=&quot;bib1&quot; id=&quot;ref7&quot;&gt;1&lt;/reflink&gt;]; Arkorful et&#160;al.,&#160;[&lt;reflink idref=&quot;bib7&quot; id=&quot;ref8&quot;&gt;7&lt;/reflink&gt;]). For instance, in Ghana, the academic landscape has witnessed increasing concerns regarding student performance and engagement in educational activities, despite various educational reforms and interventions. Many students exhibit low levels of academic engagement, which can significantly hinder their academic success and long‐term educational outcomes (Agormedah,&#160;[&lt;reflink idref=&quot;bib1&quot; id=&quot;ref9&quot;&gt;1&lt;/reflink&gt;]; Chanimbe &amp;amp; Dankwah,&#160;[&lt;reflink idref=&quot;bib15&quot; id=&quot;ref10&quot;&gt;15&lt;/reflink&gt;]; Kwegyiriba,&#160;[&lt;reflink idref=&quot;bib54&quot; id=&quot;ref11&quot;&gt;54&lt;/reflink&gt;]; Mohammed &amp;amp; Kuyini,&#160;[&lt;reflink idref=&quot;bib64&quot; id=&quot;ref12&quot;&gt;64&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Academic engagement is characterised by students&#39; active participation in learning activities, level of interest, effort, motivation, enthusiasm, cognitive and emotional investment in their studies (Eroğlu &amp;amp; Kaya,&#160;[&lt;reflink idref=&quot;bib30&quot; id=&quot;ref13&quot;&gt;30&lt;/reflink&gt;]; Finn &amp;amp; Zimmer,&#160;[&lt;reflink idref=&quot;bib33&quot; id=&quot;ref14&quot;&gt;33&lt;/reflink&gt;]; Fredricks et&#160;al.,&#160;[&lt;reflink idref=&quot;bib35&quot; id=&quot;ref15&quot;&gt;35&lt;/reflink&gt;]). According to Fredricks et&#160;al.&#160;([&lt;reflink idref=&quot;bib35&quot; id=&quot;ref16&quot;&gt;35&lt;/reflink&gt;]), academic engagement encompasses behavioural, emotional and cognitive dimensions of involvement in learning activities. The behavioural dimension encompasses the activities in the classroom, including active class participation and volunteering (Fredricks et&#160;al.,&#160;[&lt;reflink idref=&quot;bib35&quot; id=&quot;ref17&quot;&gt;35&lt;/reflink&gt;]). Emotional engagement refers to students&#39; interests and reactions in the classroom. Cognitive engagement refers to dedication for learning and the ability to strategically plan the learning process (Fredricks et&#160;al.,&#160;[&lt;reflink idref=&quot;bib35&quot; id=&quot;ref18&quot;&gt;35&lt;/reflink&gt;]). Higher engagement levels are correlated with improved academic outcomes, such as higher grades and persistence (Agormedah,&#160;[&lt;reflink idref=&quot;bib1&quot; id=&quot;ref19&quot;&gt;1&lt;/reflink&gt;]; Fredricks et&#160;al.,&#160;[&lt;reflink idref=&quot;bib35&quot; id=&quot;ref20&quot;&gt;35&lt;/reflink&gt;]) and negatively related to dropout rates (Archambault et&#160;al.,&#160;[&lt;reflink idref=&quot;bib6&quot; id=&quot;ref21&quot;&gt;6&lt;/reflink&gt;]). On the contrary, low academic engagement among students has led to academic failure, dropping out of school and the increase of negative emotions such as anxiety and depression (Leslie et&#160;al.,&#160;[&lt;reflink idref=&quot;bib56&quot; id=&quot;ref22&quot;&gt;56&lt;/reflink&gt;]; Li &amp;amp; Lerner,&#160;[&lt;reflink idref=&quot;bib57&quot; id=&quot;ref23&quot;&gt;57&lt;/reflink&gt;]). Students&#39; academic engagement is a critical component of institutional effectiveness and teacher quality. In recognition of its importance, many educational institutions have implemented measures to promote student engagement in learning.&lt;/p&gt; &lt;p&gt;Students&#39; engagement in learning can be influenced by several factors, including intelligence and socioeconomic background. However, recent research emphasises the role of non‐cognitive factors such as grit, learning motivation and self‐regulated learning (SRL) (Bandura,&#160;[&lt;reflink idref=&quot;bib12&quot; id=&quot;ref24&quot;&gt;12&lt;/reflink&gt;]; Duckworth et&#160;al.,&#160;[&lt;reflink idref=&quot;bib27&quot; id=&quot;ref25&quot;&gt;27&lt;/reflink&gt;]; Pintrich,&#160;[&lt;reflink idref=&quot;bib69&quot; id=&quot;ref26&quot;&gt;69&lt;/reflink&gt;]). Academic grit is defined as perseverance and passion for long‐term academic goals. Grit has been conceptualised to contain two main dimensions: perseverance of effort and consistency of interest (Duckworth et&#160;al.,&#160;[&lt;reflink idref=&quot;bib27&quot; id=&quot;ref27&quot;&gt;27&lt;/reflink&gt;]). Perseverance of effort pertains to enduring hardships, failures and adversities to achieve long‐term goals, while consistency of interest entails sustaining interest in activities that lead to goal achievement (Duckworth &amp;amp; Quinn,&#160;[&lt;reflink idref=&quot;bib28&quot; id=&quot;ref28&quot;&gt;28&lt;/reflink&gt;]). Grit is positively associated with behavioural outcomes, including academic achievement and persistence, self‐efficacy (Cred&#233; et&#160;al.,&#160;[&lt;reflink idref=&quot;bib22&quot; id=&quot;ref29&quot;&gt;22&lt;/reflink&gt;]; Duckworth et&#160;al.,&#160;[&lt;reflink idref=&quot;bib27&quot; id=&quot;ref30&quot;&gt;27&lt;/reflink&gt;]). Recent literature revealed that students&#39; academic grit has a significant positive influence on learning engagement (Babiera &amp;amp; Quirap,&#160;[&lt;reflink idref=&quot;bib9&quot; id=&quot;ref31&quot;&gt;9&lt;/reflink&gt;]; Datu et&#160;al.,&#160;[&lt;reflink idref=&quot;bib23&quot; id=&quot;ref32&quot;&gt;23&lt;/reflink&gt;]; Hodge et&#160;al.,&#160;[&lt;reflink idref=&quot;bib45&quot; id=&quot;ref33&quot;&gt;45&lt;/reflink&gt;]; Jeon et&#160;al.,&#160;[&lt;reflink idref=&quot;bib49&quot; id=&quot;ref34&quot;&gt;49&lt;/reflink&gt;]; Zhao et&#160;al.,&#160;[&lt;reflink idref=&quot;bib94&quot; id=&quot;ref35&quot;&gt;94&lt;/reflink&gt;]). Research suggests that grittier students are more likely to engage deeply in their studies, persist through challenges and achieve academic success (Cred&#233; et&#160;al.,&#160;[&lt;reflink idref=&quot;bib22&quot; id=&quot;ref36&quot;&gt;22&lt;/reflink&gt;]). Students with high levels of grit are more likely to persist in their studies despite setbacks, making it a crucial predictor of sustained academic effort in resource‐constrained environments (Eroğlu &amp;amp; Kaya,&#160;[&lt;reflink idref=&quot;bib30&quot; id=&quot;ref37&quot;&gt;30&lt;/reflink&gt;]; Hoferichter &amp;amp; Raufelder,&#160;[&lt;reflink idref=&quot;bib46&quot; id=&quot;ref38&quot;&gt;46&lt;/reflink&gt;]). However, the direct influence of grit on academic engagement in Ghanaian senior high education remains underexplored.&lt;/p&gt; &lt;p&gt;The nexus between academic grit and academic engagement may be mediated by learning motivation and SRL. Thus, both learning motivation and SRL may serve as the mechanisms through which grit influences academic engagement. Academic motivation refers to the internal and external factors that drive students to learn and perform academically (Ryan &amp;amp; Deci,&#160;[&lt;reflink idref=&quot;bib74&quot; id=&quot;ref39&quot;&gt;74&lt;/reflink&gt;]). Academic motivation—whether intrinsic, driven by internal satisfaction and interest, or extrinsic, driven by external rewards like grades and recognition—also significantly influences how engaged students are in their academic work (Ryan &amp;amp; Deci,&#160;[&lt;reflink idref=&quot;bib74&quot; id=&quot;ref40&quot;&gt;74&lt;/reflink&gt;]; Shin &amp;amp; Bolkan,&#160;[&lt;reflink idref=&quot;bib82&quot; id=&quot;ref41&quot;&gt;82&lt;/reflink&gt;]). Motivation plays a crucial role in student engagement, influencing their willingness to participate in academic activities (Schunk &amp;amp; Zimmerman,&#160;[&lt;reflink idref=&quot;bib76&quot; id=&quot;ref42&quot;&gt;76&lt;/reflink&gt;]). According to Ryan and Deci&#160;([&lt;reflink idref=&quot;bib73&quot; id=&quot;ref43&quot;&gt;73&lt;/reflink&gt;]), intrinsic motivation fosters personal growth and engagement, while extrinsic motivation can encourage initial participation but may not sustain long‐term involvement. Extant researchers have confirmed that academic motivation has a significant positive effect on academic engagement (Daumiller et&#160;al.,&#160;[&lt;reflink idref=&quot;bib24&quot; id=&quot;ref44&quot;&gt;24&lt;/reflink&gt;]; Huang et&#160;al.,&#160;[&lt;reflink idref=&quot;bib47&quot; id=&quot;ref45&quot;&gt;47&lt;/reflink&gt;]; Shao et&#160;al.,&#160;[&lt;reflink idref=&quot;bib79&quot; id=&quot;ref46&quot;&gt;79&lt;/reflink&gt;]). Prior studies suggest that grittier students are often more motivated, which in turn enhances their engagement (Muenks et&#160;al.,&#160;[&lt;reflink idref=&quot;bib65&quot; id=&quot;ref47&quot;&gt;65&lt;/reflink&gt;]). This study examines whether academic motivation mediates the grit–engagement relationship among Ghanaian senior high students.&lt;/p&gt; &lt;p&gt;SRL refers to the processes through which students take an active, purposeful role in managing their own academic efforts (Panadero,&#160;[&lt;reflink idref=&quot;bib67&quot; id=&quot;ref48&quot;&gt;67&lt;/reflink&gt;]; Schunk &amp;amp; Zimmerman,&#160;[&lt;reflink idref=&quot;bib76&quot; id=&quot;ref49&quot;&gt;76&lt;/reflink&gt;]). SRL, involving the strategies students use to plan, monitor and evaluate their learning, further enhances academic engagement by empowering students to take control of their educational journeys (Schunk &amp;amp; Zimmerman,&#160;[&lt;reflink idref=&quot;bib76&quot; id=&quot;ref50&quot;&gt;76&lt;/reflink&gt;]; Teng &amp;amp; Zhang,&#160;[&lt;reflink idref=&quot;bib86&quot; id=&quot;ref51&quot;&gt;86&lt;/reflink&gt;]). Recent studies have demonstrated a positive relationship between SRL and learning engagement (Fokkens‐Bruinsma et&#160;al.,&#160;[&lt;reflink idref=&quot;bib34&quot; id=&quot;ref52&quot;&gt;34&lt;/reflink&gt;]; Park &amp;amp; Kim,&#160;[&lt;reflink idref=&quot;bib68&quot; id=&quot;ref53&quot;&gt;68&lt;/reflink&gt;]; Setiani &amp;amp; Wijaya,&#160;[&lt;reflink idref=&quot;bib78&quot; id=&quot;ref54&quot;&gt;78&lt;/reflink&gt;]; Zhao &amp;amp; Cao,&#160;[&lt;reflink idref=&quot;bib95&quot; id=&quot;ref55&quot;&gt;95&lt;/reflink&gt;]). Sallam et&#160;al.&#160;([&lt;reflink idref=&quot;bib75&quot; id=&quot;ref56&quot;&gt;75&lt;/reflink&gt;]) suggest that SRL should be encouraged as it may reinforce student motivation and engagement. This study investigates whether SRL mediates the relationship between grit and academic engagement.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-3&quot;&gt;Study context and gaps&lt;/hd&gt; &lt;p&gt;In recent years, the academic landscape in Ghana has witnessed increasing concerns regarding student performance and engagement in educational activities. Despite various educational reforms and interventions, such as competency‐based education, instructional technology and active learning strategies, many students exhibit low levels of academic engagement, which significantly hinders their academic success and long‐term educational outcomes (Ministry of Education, [&lt;reflink idref=&quot;bib63&quot; id=&quot;ref57&quot;&gt;63&lt;/reflink&gt;]). The Ghanaian education system presents a unique set of challenges, including large class sizes, limited learning resources and varying levels of teacher support. These factors can significantly impact students&#39; motivation and self‐regulation, making it essential to understand how grit contributes to academic engagement in this context. In remote and hard‐to‐reach areas like the Afram Plains in Ghana, students face significant challenges that hinder their academic performance and engagement, such as limited resources, high student–teacher ratios, socioeconomic barriers and dropout rates. These challenges make it difficult for students to maintain consistent academic performance and engagement (Shikalepo,&#160;[&lt;reflink idref=&quot;bib81&quot; id=&quot;ref58&quot;&gt;81&lt;/reflink&gt;]). Despite the importance of academic engagement, there is a significant gap in the literature on the factors that influence academic engagement among students in Ghana.&lt;/p&gt; &lt;p&gt;Recent educational literature emphasises the importance of psychological attributes such as grit in enhancing students&#39; engagement with academic activities (Babiera &amp;amp; Quirap,&#160;[&lt;reflink idref=&quot;bib9&quot; id=&quot;ref59&quot;&gt;9&lt;/reflink&gt;]; Cred&#233; et&#160;al.,&#160;[&lt;reflink idref=&quot;bib22&quot; id=&quot;ref60&quot;&gt;22&lt;/reflink&gt;]; Datu et&#160;al.,&#160;[&lt;reflink idref=&quot;bib23&quot; id=&quot;ref61&quot;&gt;23&lt;/reflink&gt;]; Duckworth et&#160;al.,&#160;[&lt;reflink idref=&quot;bib27&quot; id=&quot;ref62&quot;&gt;27&lt;/reflink&gt;]; Duckworth &amp;amp; Quinn,&#160;[&lt;reflink idref=&quot;bib28&quot; id=&quot;ref63&quot;&gt;28&lt;/reflink&gt;]; Hodge et&#160;al.,&#160;[&lt;reflink idref=&quot;bib45&quot; id=&quot;ref64&quot;&gt;45&lt;/reflink&gt;]; Zhao et&#160;al.,&#160;[&lt;reflink idref=&quot;bib94&quot; id=&quot;ref65&quot;&gt;94&lt;/reflink&gt;]). However, despite the significance of grit in fostering academic engagement, there is a lack of substantial empirical research addressing how grit influences engagement among Ghanaian students, particularly in the context of local educational challenges and cultural beliefs. Substantial literature indicates academic motivation and SRL as critical mediators in understanding the relationship between grit and academic engagement (Daumiller et&#160;al.,&#160;[&lt;reflink idref=&quot;bib24&quot; id=&quot;ref66&quot;&gt;24&lt;/reflink&gt;]; Fokkens‐Bruinsma et&#160;al.,&#160;[&lt;reflink idref=&quot;bib34&quot; id=&quot;ref67&quot;&gt;34&lt;/reflink&gt;]; Huang et&#160;al.,&#160;[&lt;reflink idref=&quot;bib47&quot; id=&quot;ref68&quot;&gt;47&lt;/reflink&gt;]; Park &amp;amp; Kim,&#160;[&lt;reflink idref=&quot;bib68&quot; id=&quot;ref69&quot;&gt;68&lt;/reflink&gt;]; Setiani &amp;amp; Wijaya,&#160;[&lt;reflink idref=&quot;bib78&quot; id=&quot;ref70&quot;&gt;78&lt;/reflink&gt;]; Shao et&#160;al.,&#160;[&lt;reflink idref=&quot;bib79&quot; id=&quot;ref71&quot;&gt;79&lt;/reflink&gt;]; Zhao &amp;amp; Cao,&#160;[&lt;reflink idref=&quot;bib95&quot; id=&quot;ref72&quot;&gt;95&lt;/reflink&gt;]). However, there remains a gap in understanding how they function in the Ghanaian educational landscape. Despite the recognised importance of academic grit, motivation, engagement and SRL, these factors have received limited research attention in academic contexts in SSA (Anggraeni et&#160;al.,&#160;[&lt;reflink idref=&quot;bib5&quot; id=&quot;ref73&quot;&gt;5&lt;/reflink&gt;]; Lam &amp;amp; Zhou,&#160;[&lt;reflink idref=&quot;bib55&quot; id=&quot;ref74&quot;&gt;55&lt;/reflink&gt;]). The influence of these factors on academic engagement among students in different cultural and academic settings needs further exploration. In such resource‐constrained environments, academic engagement, grit, self‐motivation and SRL become crucial for sustaining students&#39; interest and success in school (Eroğlu &amp;amp; Kaya,&#160;[&lt;reflink idref=&quot;bib30&quot; id=&quot;ref75&quot;&gt;30&lt;/reflink&gt;]). This study examined the association between academic grit and engagement and also the mediating roles of academic motivation and SRL in this association.&lt;/p&gt; &lt;p&gt;Given Ghana&#39;s status as a developing country, this study highlights how psychological constructs like grit and self‐regulation function in educational systems with different infrastructural and economic constraints. This contributes to a broader understanding of education in diverse global contexts. By situating this study within Ghana, the findings contribute to the global discourse on student persistence and engagement, offering insights into how grit functions in a non‐Western, resource‐constrained environment. This study integrates grit theory, self‐determination theory and SRL to propose a novel framework explaining how grit translates into academic engagement through motivation and SRL. By employing quantitative methods to test these relationships in the Ghanaian context, the study provides empirical evidence that can be compared with findings from other regions, helping to assess the universality or context‐specificity of these constructs. Understanding how grit, mediated by academic motivation and SRL, affects academic engagement can provide valuable insights for developing interventions to improve educational outcomes in these challenging contexts. In Ghana, understanding these constructs becomes increasingly important given the relevance of educational attainment to national development. The study offers actionable insights for educators, curriculum developers and policymakers by identifying key drivers of student engagement. This can lead to targeted interventions, such as training programmes that foster self‐regulation and intrinsic motivation among students.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-4&quot;&gt;THEORETICAL FRAMEWORK&lt;/hd&gt; &lt;p&gt;This study is grounded in two theoretical frameworks: self‐determination theory (SDT) and social cognitive theory (SCT). In the current study, SDT is used to explain learning motivation and how it influences academic engagement. SDT proposes that human behaviour (i.e., student engagement in learning) is motivated by three innate psychological needs: autonomy, competence and relatedness (Deci &amp;amp; Ryan,&#160;[&lt;reflink idref=&quot;bib25&quot; id=&quot;ref76&quot;&gt;25&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib26&quot; id=&quot;ref77&quot;&gt;26&lt;/reflink&gt;]). SDT also proposes that motivation can be categorised into two types: intrinsic motivation and extrinsic motivation (Deci &amp;amp; Ryan,&#160;[&lt;reflink idref=&quot;bib25&quot; id=&quot;ref78&quot;&gt;25&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib26&quot; id=&quot;ref79&quot;&gt;26&lt;/reflink&gt;]). Intrinsic motivation refers to engaging in an activity for the sake of enjoyment or interest. Extrinsic motivation refers to engaging in an activity for external rewards or pressures. In the context of this study, SDT suggests that students&#39; engagement in academic activities is influenced by their learning motivation (Deci &amp;amp; Ryan,&#160;[&lt;reflink idref=&quot;bib26&quot; id=&quot;ref80&quot;&gt;26&lt;/reflink&gt;]; Ryan &amp;amp; Deci,&#160;[&lt;reflink idref=&quot;bib73&quot; id=&quot;ref81&quot;&gt;73&lt;/reflink&gt;]). For instance, students in the Afram Plains who are motivated intrinsically or extrinsically will be willing to engage in learning activities.&lt;/p&gt; &lt;p&gt;Similarly, Bandura&#160;([&lt;reflink idref=&quot;bib10&quot; id=&quot;ref82&quot;&gt;10&lt;/reflink&gt;]) developed SCT, which posits that learning and behaviour (i.e., engagement in learning) occurs through the interaction of personal, behavioural and environmental factors. This theory proposes that personal factors, such as self‐efficacy, influence students&#39; behaviour (i.e., academic engagement). Within this framework, both grit and SRL can be understood as a personal characteristic that influences how students approach their academic challenges. SRL, an essential aspect of SCT, includes tactics such as setting goals and monitoring oneself (Bandura,&#160;[&lt;reflink idref=&quot;bib10&quot; id=&quot;ref83&quot;&gt;10&lt;/reflink&gt;]; Zimmerman,&#160;[&lt;reflink idref=&quot;bib96&quot; id=&quot;ref84&quot;&gt;96&lt;/reflink&gt;]). In the context of this study, SCT suggests that students&#39; learning grit and SRL influence their academic engagement. In this study, SCT is used to explain how grit and SRL, as personal factors, influence academic engagement.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-5&quot;&gt;Hypothesis development&lt;/hd&gt; &lt;p&gt;Research has shown that grittier individuals are more likely to maintain their interest and effort in their goals despite setbacks and difficulties. Grit is positively associated with adaptive outcomes among youth and adults, such as general self‐efficacy, work satisfaction, career retention and positive affect (Cred&#233; et&#160;al.,&#160;[&lt;reflink idref=&quot;bib22&quot; id=&quot;ref85&quot;&gt;22&lt;/reflink&gt;]). Studies in various educational settings have demonstrated a positive correlation between grit and academic engagement (Babiera &amp;amp; Quirap,&#160;[&lt;reflink idref=&quot;bib9&quot; id=&quot;ref86&quot;&gt;9&lt;/reflink&gt;]; Datu et&#160;al.,&#160;[&lt;reflink idref=&quot;bib23&quot; id=&quot;ref87&quot;&gt;23&lt;/reflink&gt;]; Eroğlu &amp;amp; Kaya,&#160;[&lt;reflink idref=&quot;bib30&quot; id=&quot;ref88&quot;&gt;30&lt;/reflink&gt;]; Hodge et&#160;al.,&#160;[&lt;reflink idref=&quot;bib45&quot; id=&quot;ref89&quot;&gt;45&lt;/reflink&gt;]; Muenks et&#160;al.,&#160;[&lt;reflink idref=&quot;bib65&quot; id=&quot;ref90&quot;&gt;65&lt;/reflink&gt;]; Vahedi,&#160;[&lt;reflink idref=&quot;bib89&quot; id=&quot;ref91&quot;&gt;89&lt;/reflink&gt;]; Zhao et&#160;al.,&#160;[&lt;reflink idref=&quot;bib94&quot; id=&quot;ref92&quot;&gt;94&lt;/reflink&gt;]), suggesting that students who exhibit higher levels of grit are more likely to be engaged in their academic activities. For example, Babiera and Quirap&#160;([&lt;reflink idref=&quot;bib9&quot; id=&quot;ref93&quot;&gt;9&lt;/reflink&gt;]) established a positive significant effect of grit on learning engagement. Moreover, evidence has shown that grit has a positive association with academic motivation (Akos &amp;amp; Kretchmar,&#160;[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref94&quot;&gt;4&lt;/reflink&gt;]; Hayri &amp;amp; G&#246;kalp,&#160;[&lt;reflink idref=&quot;bib42&quot; id=&quot;ref95&quot;&gt;42&lt;/reflink&gt;]; Hodge et&#160;al.,&#160;[&lt;reflink idref=&quot;bib45&quot; id=&quot;ref96&quot;&gt;45&lt;/reflink&gt;]; Jehanghir et&#160;al.,&#160;[&lt;reflink idref=&quot;bib48&quot; id=&quot;ref97&quot;&gt;48&lt;/reflink&gt;]; Liu,&#160;[&lt;reflink idref=&quot;bib59&quot; id=&quot;ref98&quot;&gt;59&lt;/reflink&gt;]) and self‐directed learning (Akos &amp;amp; Kretchmar,&#160;[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref99&quot;&gt;4&lt;/reflink&gt;]; Hodge et&#160;al.,&#160;[&lt;reflink idref=&quot;bib45&quot; id=&quot;ref100&quot;&gt;45&lt;/reflink&gt;]; Martin et&#160;al.,&#160;[&lt;reflink idref=&quot;bib62&quot; id=&quot;ref101&quot;&gt;62&lt;/reflink&gt;]; Wolters &amp;amp; Hussain,&#160;[&lt;reflink idref=&quot;bib91&quot; id=&quot;ref102&quot;&gt;91&lt;/reflink&gt;]). Hence, it was hypothesised that:&lt;/p&gt; &lt;hd id=&quot;AN0188606565-6&quot;&gt;H1&lt;/hd&gt; &lt;p&gt; &lt;emph&gt;Academic grit has a positive influence on academic motivation&lt;/emph&gt;.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-7&quot;&gt;H2&lt;/hd&gt; &lt;p&gt; &lt;emph&gt;Academic grit has a positive influence on academic engagement&lt;/emph&gt;.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-8&quot;&gt;H3&lt;/hd&gt; &lt;p&gt; &lt;emph&gt;Academic grit has a positive influence on self‐regulated learning&lt;/emph&gt;.&lt;/p&gt; &lt;p&gt;Academic motivation and SRL are critical factors influencing academic engagement. Academic motivation, where students engage in learning activities for inherent satisfaction, has been shown to enhance engagement, characterised by increased participation and enthusiasm (Karimi &amp;amp; Sotoodeh,&#160;[&lt;reflink idref=&quot;bib52&quot; id=&quot;ref103&quot;&gt;52&lt;/reflink&gt;]; Wu,&#160;[&lt;reflink idref=&quot;bib92&quot; id=&quot;ref104&quot;&gt;92&lt;/reflink&gt;]). Numerous studies have confirmed that academic motivation is positively related with academic engagement (Daumiller et&#160;al.,&#160;[&lt;reflink idref=&quot;bib24&quot; id=&quot;ref105&quot;&gt;24&lt;/reflink&gt;]; Huang et&#160;al.,&#160;[&lt;reflink idref=&quot;bib47&quot; id=&quot;ref106&quot;&gt;47&lt;/reflink&gt;]). Shao et&#160;al.&#160;([&lt;reflink idref=&quot;bib79&quot; id=&quot;ref107&quot;&gt;79&lt;/reflink&gt;]) found a positive significant relationship between learning motivation and learning engagement. Research has further shown that intrinsically motivated students exhibit higher academic engagement, learning satisfaction, and achievement (Agormedah, [&lt;reflink idref=&quot;bib2&quot; id=&quot;ref108&quot;&gt;2&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;SRL, involving goal setting, progress monitoring and behaviour adjustment, is essential for sustained academic engagement (Est&#233;vez et&#160;al.,&#160;[&lt;reflink idref=&quot;bib32&quot; id=&quot;ref109&quot;&gt;32&lt;/reflink&gt;]). Effective use of SRL strategies correlates with better academic outcomes and higher engagement (Cleary &amp;amp; Zimmerman,&#160;[&lt;reflink idref=&quot;bib20&quot; id=&quot;ref110&quot;&gt;20&lt;/reflink&gt;]; Panadero,&#160;[&lt;reflink idref=&quot;bib67&quot; id=&quot;ref111&quot;&gt;67&lt;/reflink&gt;]). Researchers have found that SRL significantly predicts learning engagement (Fokkens‐Bruinsma et&#160;al.,&#160;[&lt;reflink idref=&quot;bib34&quot; id=&quot;ref112&quot;&gt;34&lt;/reflink&gt;]; Park &amp;amp; Kim,&#160;[&lt;reflink idref=&quot;bib68&quot; id=&quot;ref113&quot;&gt;68&lt;/reflink&gt;]; Setiani &amp;amp; Wijaya,&#160;[&lt;reflink idref=&quot;bib78&quot; id=&quot;ref114&quot;&gt;78&lt;/reflink&gt;]; Zhao &amp;amp; Cao,&#160;[&lt;reflink idref=&quot;bib95&quot; id=&quot;ref115&quot;&gt;95&lt;/reflink&gt;]). Thus, it was hypothesised that:&lt;/p&gt; &lt;hd id=&quot;AN0188606565-9&quot;&gt;H4&lt;/hd&gt; &lt;p&gt; &lt;emph&gt;Academic motivation has a positive influence on academic engagement&lt;/emph&gt;.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-10&quot;&gt;H5&lt;/hd&gt; &lt;p&gt; &lt;emph&gt;Self‐regulated learning has a positive influence on academic engagement&lt;/emph&gt;.&lt;/p&gt; &lt;p&gt;Grit is linked to positive academic outcomes and sustained engagement (Steinmayr et&#160;al.,&#160;[&lt;reflink idref=&quot;bib85&quot; id=&quot;ref116&quot;&gt;85&lt;/reflink&gt;]). However, the pathways through which grit influences engagement often involve academic motivation and SRL (Martin et&#160;al.,&#160;[&lt;reflink idref=&quot;bib62&quot; id=&quot;ref117&quot;&gt;62&lt;/reflink&gt;]). Studies suggest that students with high grit levels develop intrinsic motivation, driven by an internal desire to learn and achieve, enhancing their academic engagement (Anggraeni et&#160;al.,&#160;[&lt;reflink idref=&quot;bib5&quot; id=&quot;ref118&quot;&gt;5&lt;/reflink&gt;]; Guo et&#160;al.,&#160;[&lt;reflink idref=&quot;bib38&quot; id=&quot;ref119&quot;&gt;38&lt;/reflink&gt;]). Additionally, students with high grit are more likely to employ SRL strategies, such as goal setting and progress monitoring, which help maintain focus and motivation, leading to increased academic engagement (Theobald,&#160;[&lt;reflink idref=&quot;bib87&quot; id=&quot;ref120&quot;&gt;87&lt;/reflink&gt;]). Empirical evidence supports that SRL enhances the effectiveness of grit by providing tools to manage learning processes more effectively, resulting in sustained engagement and improved academic performance (Jiang et&#160;al.,&#160;[&lt;reflink idref=&quot;bib50&quot; id=&quot;ref121&quot;&gt;50&lt;/reflink&gt;]; Theobald,&#160;[&lt;reflink idref=&quot;bib87&quot; id=&quot;ref122&quot;&gt;87&lt;/reflink&gt;]). Thus, academic motivation and SRL significantly mediate the relationship between grit and academic engagement, emphasising the importance of fostering these skills in students. Hence, the following hypotheses were formulated:&lt;/p&gt; &lt;hd id=&quot;AN0188606565-11&quot;&gt;H6&lt;/hd&gt; &lt;p&gt; &lt;emph&gt;Academic motivation mediates the positive influence academic grit has on academic engagement&lt;/emph&gt;.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-12&quot;&gt;H7&lt;/hd&gt; &lt;p&gt; &lt;emph&gt;Self‐regulated learning mediates the positive influence academic grit has on academic engagement&lt;/emph&gt;.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-13&quot;&gt;Conceptual model&lt;/hd&gt; &lt;p&gt;Based on the existing literature reviewed, a conceptual model was developed to guide the study (presented in Figure&#160;1).&lt;/p&gt; &lt;p&gt; &lt;img src=&quot;https://imageserver.ebscohost.com/img/embimages/rdk/BED/01oct25/berj4185-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS&quot; alt=&quot;berj4185-fig-0001.jpg&quot; title=&quot;1 Conceptual model. Source: Author&#39;s construct. [Colour figure can be viewed at wileyonlinelibrary.com]&quot; /&gt; &lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0188606565-15&quot;&gt;RESEARCH METHODS&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0188606565-16&quot;&gt;Research design and participants&lt;/hd&gt; &lt;p&gt;The study employed a predictive correlational design to model and understand the relations that exist among students&#39; grit and academic engagement, learning motivation and SRL. This design is deemed fit because of the use of quantitative variables in the prediction of relationships. A stratified random sampling technique was used to select 370 senior high school (SHS) students from the Kwahu Afram Plains District of Ghana. First, the Kwahu North and South districts were put into separate strata and, within each stratum, three schools were randomly selected using the fishbowl approach. Finally, a random sample of 370 SHS students was selected from the strata. Out of 370 questionnaires distributed, only 190 of them were valid for analysis. Out of 190 SHS students, the majority were males (&lt;emph&gt;n&lt;/emph&gt; = 102; 54%) with an average age of 17.8 (SD = 2.00). This mean age is an indication that the students are adolescents within the school‐going age range. Most of the students are from rural areas (&lt;emph&gt;n&lt;/emph&gt; = 110; 58%) while 80 (42%) of them are from urban areas.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-17&quot;&gt;Measures&lt;/hd&gt; &lt;p&gt;Data were collected using measures adapted from the University Student Engagement Inventory (USEI; Maroco et&#160;al.,&#160;[&lt;reflink idref=&quot;bib61&quot; id=&quot;ref123&quot;&gt;61&lt;/reflink&gt;]), Academic Grit Scale (AGS; Clark &amp;amp; Malecki,&#160;[&lt;reflink idref=&quot;bib19&quot; id=&quot;ref124&quot;&gt;19&lt;/reflink&gt;]), Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et&#160;al.,&#160;[&lt;reflink idref=&quot;bib70&quot; id=&quot;ref125&quot;&gt;70&lt;/reflink&gt;]) and Self‐Regulated Learning Scale (SRLS; Manganelli et&#160;al.,&#160;[&lt;reflink idref=&quot;bib60&quot; id=&quot;ref126&quot;&gt;60&lt;/reflink&gt;]). Except for the demographic profiles of the respondents, all the items on the questionnaire were rated using a five‐point Likert scale ranging from strongly disagree (&lt;reflink idref=&quot;bib1&quot; id=&quot;ref127&quot;&gt;1&lt;/reflink&gt;) to strongly agree (&lt;reflink idref=&quot;bib5&quot; id=&quot;ref128&quot;&gt;5&lt;/reflink&gt;).&lt;/p&gt; &lt;hd id=&quot;AN0188606565-18&quot;&gt;Endogenous variable: Academic engagement&lt;/hd&gt; &lt;p&gt;Students&#39; academic engagement was measured using items modified from the USEI (Maroco et&#160;al.,&#160;[&lt;reflink idref=&quot;bib61&quot; id=&quot;ref129&quot;&gt;61&lt;/reflink&gt;]). The scale has 15 items with three sub‐dimensions, namely behavioural engagement (BE), emotional engagement (EE) and cognitive engagement (CE). Some of the items are as follows: &#39;I follow the school&#39;s rules&#39; (BE); &#39;I like being at school&#39; (EE); and &#39;I try to integrate the acquired knowledge in solving new problems&#39; (CE). The scale has been validated using different cohorts, confirming the three‐facture structure with sound psychometric properties (Assun&#231;&#227;o et&#160;al.,&#160;[&lt;reflink idref=&quot;bib8&quot; id=&quot;ref130&quot;&gt;8&lt;/reflink&gt;]; She et&#160;al.,&#160;[&lt;reflink idref=&quot;bib80&quot; id=&quot;ref131&quot;&gt;80&lt;/reflink&gt;]; Sinval et&#160;al.,&#160;[&lt;reflink idref=&quot;bib84&quot; id=&quot;ref132&quot;&gt;84&lt;/reflink&gt;]). In this current study, the three‐factor structure of the USEI has been confirmed with a high reliability coefficient (&lt;emph&gt;α&lt;/emph&gt; = 0.843).&lt;/p&gt; &lt;hd id=&quot;AN0188606565-19&quot;&gt;Exogenous variable: Academic grit&lt;/hd&gt; &lt;p&gt;Students&#39; academic grit was assessed using items adapted from the AGS (Clark &amp;amp; Malecki,&#160;[&lt;reflink idref=&quot;bib19&quot; id=&quot;ref133&quot;&gt;19&lt;/reflink&gt;]). The AGS is a novel measure of academic‐specific grit. The AGS was adapted from the general grit scale (Duckworth et&#160;al.,&#160;[&lt;reflink idref=&quot;bib27&quot; id=&quot;ref134&quot;&gt;27&lt;/reflink&gt;]; Duckworth &amp;amp; Quinn,&#160;[&lt;reflink idref=&quot;bib28&quot; id=&quot;ref135&quot;&gt;28&lt;/reflink&gt;]). The AGS has 10 items measuring three sub‐scales (determination, resilience and focus). Some of the items for each dimension are: &#39;I push myself to do my personal best in school&#39; (determination); &#39;I complete my schoolwork no matter how difficult it is&#39; (resilience); and &#39;Even when I could do something more fun, I give schoolwork my best effort&#39; (focus). The AGS demonstrated evidence of sound reliability and validity (Clark &amp;amp; Malecki,&#160;[&lt;reflink idref=&quot;bib19&quot; id=&quot;ref136&quot;&gt;19&lt;/reflink&gt;]) and was supported by a recent validation study (Lin et&#160;al.,&#160;[&lt;reflink idref=&quot;bib58&quot; id=&quot;ref137&quot;&gt;58&lt;/reflink&gt;]). The three‐factor structure of the AGS was confirmed with a high reliability coefficient (&lt;emph&gt;α&lt;/emph&gt; = 0.843).&lt;/p&gt; &lt;hd id=&quot;AN0188606565-20&quot;&gt;Mediating variable: Academic motivation&lt;/hd&gt; &lt;p&gt;Students&#39; academic motivation was measured using items adapted from the MSLQ (Pintrich et&#160;al.,&#160;[&lt;reflink idref=&quot;bib70&quot; id=&quot;ref138&quot;&gt;70&lt;/reflink&gt;]). The MSLQ was developed to measure the types of learning strategies and academic motivation used by students. The scale has eight items assessing both the intrinsic and extrinsic learning motivation of students. Some of the items for each sub‐scale are: &#39;I choose assignments that I can learn from even if they don&#39;t guarantee a good grade&#39; (intrinsic motivation) and &#39;I want to get better grades in this class than most of the other students&#39; (extrinsic motivation). The MSLQ has been used among several groups of students with adequate validity and reliability (Chow &amp;amp; Chapman,&#160;[&lt;reflink idref=&quot;bib18&quot; id=&quot;ref139&quot;&gt;18&lt;/reflink&gt;]; Duncan &amp;amp; McKeachie,&#160;[&lt;reflink idref=&quot;bib29&quot; id=&quot;ref140&quot;&gt;29&lt;/reflink&gt;]; Erturan Ilker et&#160;al.,&#160;[&lt;reflink idref=&quot;bib31&quot; id=&quot;ref141&quot;&gt;31&lt;/reflink&gt;]; Segura‐Robles et&#160;al.,&#160;[&lt;reflink idref=&quot;bib77&quot; id=&quot;ref142&quot;&gt;77&lt;/reflink&gt;]). The reported MSLQ reliability coefficient (&lt;emph&gt;α&lt;/emph&gt; = 0.846) was high.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-21&quot;&gt;Mediating variable: Self‐regulated learning&lt;/hd&gt; &lt;p&gt;Students&#39; SRL was assessed using adapted items from the SRLS (Manganelli et&#160;al.,&#160;[&lt;reflink idref=&quot;bib60&quot; id=&quot;ref143&quot;&gt;60&lt;/reflink&gt;]). The SRLS has 15 items measuring five sub‐dimensions: knowledge extraction (KE); knowledge networking (KN); knowledge practice (KP); knowledge critique (KC); and knowledge monitoring (KM). Some of the items for each sub‐dimension are: &#39;I make summaries of the most important things that I do&#39; (KE); &#39;I look for connections between the different subjects that I study&#39; (KN); &#39;I always repeat the most important concepts to learn them better&#39; (KP); &#39;I try to develop my idea about the things that I study&#39; (KC); and &#39;I try to be sure to understand well what I am studying&#39; (KM). The scale has provided adequate construct validity and internal consistency (Manganelli et&#160;al.,&#160;[&lt;reflink idref=&quot;bib60&quot; id=&quot;ref144&quot;&gt;60&lt;/reflink&gt;]). The study also reported a high reliability coefficient (&lt;emph&gt;α&lt;/emph&gt; = 0.842) for the SRL inventory.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-22&quot;&gt;Procedures for data collection&lt;/hd&gt; &lt;p&gt;Data were collected during 2 weeks in August 2023. Preceding data collection, ethical clearance, with reference number DAA/P.1/Vol.1/39, was obtained from the Ethical Review Board of the University of Education, Winneba, Ghana. A copy of this letter was distributed to headmasters of selected schools to seek permission and approval for data collection. This was done to also create rapport between the researchers, class teachers and respondents. During data collection, the purpose of the study was explained to the students. They were informed of the right to participate or withdraw from the study without any penalty. Respondents were assured of their confidentiality and anonymity. Also, respondents were encouraged to give an honest response to the items in the questionnaire and assured that any information provided would be used solely for academic purposes. In addition, the students were asked to sign a consent letter and for students under the age of 18, the school headmasters served as their proxy parents. After their consent, the questionnaire was distributed to students with the help of research assistants who were briefed and trained on the questionnaire. These research assistants were postgraduate students with considerable experience in the research process. In all, 370 questionnaires were distributed to students, however, only 190 questionnaires were valid for analysis, giving a response rate of 51.35%. The average response rate was due to internal and external examinations at the time of the data collection exercise.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-23&quot;&gt;Data analysis strategy&lt;/hd&gt; &lt;p&gt;The data were first analysed using WebPower and SPSS to assess skewness and kurtosis (univariate and multivariate) and common method bias (CMB), respectively. After cleaning the data according to the guidelines of Hair et&#160;al.&#160;([&lt;reflink idref=&quot;bib39&quot; id=&quot;ref145&quot;&gt;39&lt;/reflink&gt;]), the analysis was performed using SmartPLS 3 software (Cheah et&#160;al.,&#160;[&lt;reflink idref=&quot;bib16&quot; id=&quot;ref146&quot;&gt;16&lt;/reflink&gt;]; Ringle et&#160;al.,&#160;[&lt;reflink idref=&quot;bib72&quot; id=&quot;ref147&quot;&gt;72&lt;/reflink&gt;]). This software employs partial least squares structural equation modelling (PLS‐SEM), which is effective in examining complex relationships between different latent variables, such as mediation effects, while maximising explained variance (Becker et&#160;al.,&#160;[&lt;reflink idref=&quot;bib13&quot; id=&quot;ref148&quot;&gt;13&lt;/reflink&gt;]).&lt;/p&gt; &lt;hd id=&quot;AN0188606565-24&quot;&gt;RESULTS&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0188606565-25&quot;&gt;Preliminary results&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0188606565-26&quot;&gt;Univariate and Mardia&#39;s multivariate skewness and kurtosis&lt;/hd&gt; &lt;p&gt;The study assessed univariate and multivariate normality using skewness and kurtosis tests. While the univariate skewness (−1.271 to −0.944) and kurtosis (0.927 to 2.312) were within acceptable ranges (Byrne,&#160;[&lt;reflink idref=&quot;bib14&quot; id=&quot;ref149&quot;&gt;14&lt;/reflink&gt;]), the multivariate skewness (4.8225) and kurtosis (33.9904) (see Appendix&#160;A) exceeded the recommended thresholds (&#177;1; &#177;20) (Grilo et&#160;al.,&#160;[&lt;reflink idref=&quot;bib37&quot; id=&quot;ref150&quot;&gt;37&lt;/reflink&gt;]; Vaithilingam et&#160;al.,&#160;[&lt;reflink idref=&quot;bib90&quot; id=&quot;ref151&quot;&gt;90&lt;/reflink&gt;]). Consequently, since the assumptions of normality were violated, PLS‐SEM was employed to analyse the data.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-27&quot;&gt;Common method bias&lt;/hd&gt; &lt;p&gt;To mitigate CMB, Harman&#39;s one‐factor test (Fuller et&#160;al.,&#160;[&lt;reflink idref=&quot;bib36&quot; id=&quot;ref152&quot;&gt;36&lt;/reflink&gt;]; Kock,&#160;[&lt;reflink idref=&quot;bib53&quot; id=&quot;ref153&quot;&gt;53&lt;/reflink&gt;]) and variance inflation factor (VIF) analysis (Hair et&#160;al.,&#160;[&lt;reflink idref=&quot;bib39&quot; id=&quot;ref154&quot;&gt;39&lt;/reflink&gt;]) were conducted to assess the presence of CMB. The results of Harman&#39;s one‐factor test showed that the first factor explained 36.55% (&amp;lt;40%) of the variance (Podsakoff et&#160;al.,&#160;[&lt;reflink idref=&quot;bib71&quot; id=&quot;ref155&quot;&gt;71&lt;/reflink&gt;]) and all VIF values were less than 5 (see Table&#160;1) (Hair et&#160;al.,&#160;[&lt;reflink idref=&quot;bib39&quot; id=&quot;ref156&quot;&gt;39&lt;/reflink&gt;]), suggesting no violation of the CMB problem in this study.&lt;/p&gt; &lt;p&gt;1 TABLE Construct reliability and validity.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Construct&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;No. of items&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Item&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;IL&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;CA (&amp;lt;italic&amp;gt;&amp;amp;#945;&amp;lt;/italic&amp;gt;)&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;rho&amp;amp;#95;A&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;CR&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;AVE&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;VIF&amp;lt;sub&amp;gt;OM&amp;lt;/sub&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;amp;#8208;value&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Academic motivation (VIF&amp;lt;sub&amp;gt;IM&amp;lt;/sub&amp;gt;&amp;amp;#8201;=&amp;amp;#8201;1.842)&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;7&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM11&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.706&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.846&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.850&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.883&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.520&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.695&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM12&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.716&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.744&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM14&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.742&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.833&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM26&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.704&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.531&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM6&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.744&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.746&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM7&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.696&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.691&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM9&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.737&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.775&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Academic engagement&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;7&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE1&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.784&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.843&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.852&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.881&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.514&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.863&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE10&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.743&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.741&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE11&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.671&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.546&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE13&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.725&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.951&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE14&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.716&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.908&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.621&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.311&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE8&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.749&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.704&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Academic grit (VIF&amp;lt;sub&amp;gt;IM&amp;lt;/sub&amp;gt;&amp;amp;#8201;=&amp;amp;#8201;1.000&amp;amp;#8211;2.556)&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;7&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS10&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.691&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.843&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.846&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.882&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.516&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.671&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.689&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.508&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS5&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.774&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.919&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS6&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.744&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.729&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS7&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.642&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.390&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS8&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.708&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.632&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS9&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.773&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.890&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Self&amp;amp;#8208;regulated learning (VIF&amp;lt;sub&amp;gt;IM&amp;lt;/sub&amp;gt;&amp;amp;#8201;=&amp;amp;#8201;2.585)&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;7&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL1&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.781&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.842&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.845&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.881&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.514&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;2.034&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL10&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.739&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.740&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL12&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.652&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.432&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL2&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.734&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.819&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.661&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.549&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL7&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.706&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.547&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL9&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.734&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.667&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;xref ref-type=&quot;fn&quot; rid=&quot;tfn2&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;1 &lt;emph&gt;Note&lt;/emph&gt;: AVE, average variance extracted; CA (&lt;emph&gt;α&lt;/emph&gt;), Cronbach&#39;s alpha; CR, composite reliability; IL, indicator loadings; VIF, variance inflation factor; VIF&lt;subs&gt;OM&lt;/subs&gt;, outer model VIF.&lt;/p&gt; &lt;p&gt;2 *** &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-28&quot;&gt;Assessment of measurement model&lt;/hd&gt; &lt;p&gt;The assessment of the measurement model evaluates the reliability and validity of the constructs used in the study. Table&#160;1 presents various metrics for four constructs: motivation, academic engagement, grit and SRL, each with seven items. All the indicators of each scale that had a factor loading below 0.50 were deleted from the analysis. Their deletion enhances the reliability coefficient and average variance extracted (AVE) (Hair et&#160;al.,&#160;[&lt;reflink idref=&quot;bib41&quot; id=&quot;ref157&quot;&gt;41&lt;/reflink&gt;]). The indicator loadings (IL) for all items are above 0.60, indicating strong individual item reliability (Hair et&#160;al.,&#160;[&lt;reflink idref=&quot;bib41&quot; id=&quot;ref158&quot;&gt;41&lt;/reflink&gt;]). Cronbach&#39;s alpha (&lt;emph&gt;α&lt;/emph&gt;) values range from 0.842 to 0.846 (see Table&#160;1), demonstrating high internal consistency (Hair et&#160;al.,&#160;[&lt;reflink idref=&quot;bib41&quot; id=&quot;ref159&quot;&gt;41&lt;/reflink&gt;]). The rho_A and composite reliability (CR) values provide further support, all exceeding the threshold of 0.70, confirming the constructs&#39; reliability. AVE values are above 0.50 (Hair et&#160;al.,&#160;[&lt;reflink idref=&quot;bib41&quot; id=&quot;ref160&quot;&gt;41&lt;/reflink&gt;]), indicating adequate convergent validity. The VIFs for the outer model range from 1.311 to 2.585 (see Table&#160;1), all below the critical value of 5, suggesting no multicollinearity issues. All &lt;emph&gt;p&lt;/emph&gt;‐values are highly significant (&lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001), affirming the statistical significance of the indicator loadings. Further, the indicators showed robust loadings on their respective constructs (see Appendix&#160;B). These results collectively affirm the robustness of the measurement model in terms of reliability and validity. Figure&#160;2 shows the PLS‐SEM algorithm results.&lt;/p&gt; &lt;p&gt; &lt;img src=&quot;https://imageserver.ebscohost.com/img/embimages/rdk/BED/01oct25/berj4185-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS&quot; alt=&quot;berj4185-fig-0002.jpg&quot; title=&quot;2 Algorithm results from the PLS‐SEM. [Colour figure can be viewed at wileyonlinelibrary.com]&quot; /&gt; &lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0188606565-30&quot;&gt;Discriminant validity&lt;/hd&gt; &lt;p&gt;Discriminant validity refers to the extent to which a construct is truly distinct from other constructs in a model, ensuring that it captures phenomena not explained by other variables. One method to assess discriminant validity is the heterotrait–monotrait (HTMT) ratio of correlations. According to Table&#160;2, the HTMT ratios between constructs are all below the commonly recommended threshold of 0.90 (Hair et&#160;al.,&#160;[&lt;reflink idref=&quot;bib41&quot; id=&quot;ref161&quot;&gt;41&lt;/reflink&gt;]; Henseler et&#160;al., [&lt;reflink idref=&quot;bib44&quot; id=&quot;ref162&quot;&gt;44&lt;/reflink&gt;]), indicating acceptable discriminant validity. Specifically, the ratios between academic engagement and other constructs (grit, motivation, SRL) range from 0.766 to 0.800, while the highest HTMT ratio observed is 0.884 between grit and SRL (see Table&#160;2). These values suggest that each construct measures a distinct aspect of the conceptual framework, supporting the discriminant validity of the measurement model.&lt;/p&gt; &lt;p&gt;2 TABLE HTMT ratio.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Construct&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Academic engagement&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Academic grit&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Academic motivation&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Self&amp;amp;#8208;regulated learning&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Academic engagement&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Academic grit&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.800&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Academic motivation&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.766&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.735&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Self&amp;amp;#8208;regulated learning&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.780&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.884&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.748&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;hd id=&quot;AN0188606565-31&quot;&gt;Descriptive statistics of constructs&lt;/hd&gt; &lt;p&gt;Table&#160;3 presents the descriptive statistics and intercorrelations among academic engagement, grit, motivation and SRL. The mean values range from 4.11 (SRL) to 4.25 (grit), with standard deviations between 0.63 and 0.67, indicating moderate variability. The median values closely align with the means, and the interquartile range (IQR) remains consistent at 0.71 for all constructs. Skewness values are negative, suggesting a tendency toward higher scores, particularly for grit (−1.265) and academic engagement (−1.087), while kurtosis values indicate varying peakness, with grit (2.242) having the highest response concentration. Positive correlations exist among the constructs, with the highest observed between SRL and grit (0.741).&lt;/p&gt; &lt;p&gt;3 TABLE Descriptive statistics of constructs.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Construct&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Academic engagement&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Academic grit&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Academic motivation&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Self&amp;amp;#8208;regulated learning&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Academic engagement&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Academic grit&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.672&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Academic motivation&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.647&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.620&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Self&amp;amp;#8208;regulated learning&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.653&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.741&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.633&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Mean&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;4.22&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;4.25&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;4.21&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;4.11&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SD&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.66&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.63&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.67&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.66&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Median&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;4.29&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;4.43&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;4.29&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;4.14&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;IQR&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.71&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.71&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.71&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.71&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Skewness&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;1.087&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;1.265&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;1.155&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.895&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Kurtosis&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.268&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;2.242&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.131&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.720&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;hd id=&quot;AN0188606565-32&quot;&gt;Structural model evaluation&lt;/hd&gt; &lt;p&gt;Following an assessment of the reliability and validity of the measurement model, this study analysed the data to explore the relationships between the variables. A critical aspect of the evaluation is the detection of multicollinearity, which can occur when independent variables are highly correlated. To address this, VIFs were calculated. All VIFs were below 3, indicating no significant multicollinearity concerns. A rigorous bootstrapping procedure of 10,000 resamples was used to calculate the significance of the structural paths. The results after bootstrapping are shown in Figure&#160;3.&lt;/p&gt; &lt;p&gt; &lt;img src=&quot;https://imageserver.ebscohost.com/img/embimages/rdk/BED/01oct25/berj4185-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS&quot; alt=&quot;berj4185-fig-0003.jpg&quot; title=&quot;3 Bootstrapping results from the PLS‐SEM. [Colour figure can be viewed at wileyonlinelibrary.com]&quot; /&gt; &lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;p&gt;The PLS‐SEM bootstrapping results showed that all the direct path hypotheses were supported. In Table&#160;4, the results showed that AGT positively influenced MT (&lt;emph&gt;β&lt;/emph&gt; = 0.631, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001, &lt;emph&gt;t&lt;/emph&gt; = 11.299), AE (&lt;emph&gt;β&lt;/emph&gt; = 0.320, &lt;emph&gt;p&lt;/emph&gt; = 0.001, &lt;emph&gt;t&lt;/emph&gt; = 3.409) and SRL (&lt;emph&gt;β&lt;/emph&gt; = 0.756, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001, &lt;emph&gt;t&lt;/emph&gt; = 19.750). The effect size ( &lt;ephtml&gt; &amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0001&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi&amp;gt;f&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt; &lt;/ephtml&gt; ) indicated that AGT had a small ( &lt;ephtml&gt; &amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0002&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi&amp;gt;f&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt; &lt;/ephtml&gt; = 0.098) to large ( &lt;ephtml&gt; &amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0003&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi&amp;gt;f&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt; &lt;/ephtml&gt; = 1.330) (Cohen,&#160;[&lt;reflink idref=&quot;bib21&quot; id=&quot;ref163&quot;&gt;21&lt;/reflink&gt;]) effect on the endogenous variables. In addition, MT had a significant positive effect on AE (&lt;emph&gt;β&lt;/emph&gt; = 0.317, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001, &lt;emph&gt;t&lt;/emph&gt; = 4.288). Again, SRL significantly influenced AE (&lt;emph&gt;β&lt;/emph&gt; = 0.234, &lt;emph&gt;p&lt;/emph&gt; = 0.004, &lt;emph&gt;t&lt;/emph&gt; = 2.876). However, the magnitude of the effect of MT and SRL on AE was small (see Table&#160;4). Moreover, the coefficient of determination ( &lt;ephtml&gt; &amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0004&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi&amp;gt;R&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt; &lt;/ephtml&gt; ) value for SRL showed that AGT moderately explained 57.1% of the variation in SRL (Hair et&#160;al.,&#160;[&lt;reflink idref=&quot;bib40&quot; id=&quot;ref164&quot;&gt;40&lt;/reflink&gt;]; Henseler et&#160;al.,&#160;[&lt;reflink idref=&quot;bib43&quot; id=&quot;ref165&quot;&gt;43&lt;/reflink&gt;]). Additionally, AGT, MT and SRL accounted for 59.3% of the variance in AE. The &lt;ephtml&gt; &amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0005&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi&amp;gt;R&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt; &lt;/ephtml&gt; values for the structural model ranged from weak ( &lt;ephtml&gt; &amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0006&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi&amp;gt;R&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt; &lt;/ephtml&gt; = 0.398) to moderate ( &lt;ephtml&gt; &amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0007&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi&amp;gt;R&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt; &lt;/ephtml&gt; = 0.593) (see Table&#160;4).&lt;/p&gt; &lt;p&gt;4 TABLE Structural model.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Hypothesis&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Construct&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#946;&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;italic&amp;gt;M&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;SD&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;italic&amp;gt;t&amp;lt;/italic&amp;gt;&amp;amp;#8208;value&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;amp;#8208;value&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;LLBCI, 2.5%&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;ULBCI, 97.5%&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0008&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics xmlns=&quot;&quot;&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi&amp;gt;f&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0009&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics xmlns=&quot;&quot;&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi&amp;gt;R&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;H1&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGT&amp;amp;#8594;MT&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.631&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.637&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.056&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;11.299&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#60;0.001&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.501&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.725&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.661&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.398&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;H2&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGT&amp;amp;#8594;AE&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.320&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.319&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.094&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;3.409&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.001&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.135&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.502&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.098&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.593&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;H3&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGT&amp;amp;#8594;SRL&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.756&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.759&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.038&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;19.750&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#60;0.001&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.661&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.817&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;1.330&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.571&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;H4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;MT&amp;amp;#8594;AE&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.317&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.318&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.074&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;4.288&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#60;0.001&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.174&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.463&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.134&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;H5&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL&amp;amp;#8594;AE&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.234&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.235&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.081&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;2.876&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.004&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.067&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.390&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.052&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;3 Abbreviations: AE, academic engagement; AGT, academic grit; &lt;emph&gt;M&lt;/emph&gt;, sample mean; MT, motivation; SD, standard deviation; SRL, self‐regulated learning.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-34&quot;&gt;Mediation analysis&lt;/hd&gt; &lt;p&gt;The bootstrapping procedure was used to examine the mediating role of MT and SRL in the relationship between AGT and AE. To assess the mediating effect, the method recommended by Nitzl et&#160;al.&#160;([&lt;reflink idref=&quot;bib66&quot; id=&quot;ref166&quot;&gt;66&lt;/reflink&gt;]) was adopted. The results are shown in Table&#160;5. Specifically, MT partially mediated the positive effect of AGT on AE (&lt;emph&gt;β&lt;/emph&gt; = 0.200, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001, &lt;emph&gt;t&lt;/emph&gt; = 3.955). The positive effect of AGT on AE was also partially mediated by SRL (&lt;emph&gt;β&lt;/emph&gt; = 0.177, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.05, &lt;emph&gt;t&lt;/emph&gt; = 2.830) (see Table&#160;5).&lt;/p&gt; &lt;p&gt;5 TABLE Mediation results.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Hypothesis&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Construct&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#946;&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;italic&amp;gt;M&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;SD&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;italic&amp;gt;t&amp;lt;/italic&amp;gt;&amp;amp;#8208;value&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;amp;#8208;value&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;2.5%&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;97.5%&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;H6&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGT&amp;amp;#8594;MT&amp;amp;#8594;AE&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.200&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.203&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.051&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;3.955&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#60;0.001&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.105&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.303&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;H7&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGT&amp;amp;#8594;SRL&amp;amp;#8594;AE&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.177&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.179&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.063&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;2.830&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.005&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.051&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.298&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;hd id=&quot;AN0188606565-35&quot;&gt;Assessment of the model&#39;s predictive power&lt;/hd&gt; &lt;p&gt;We assessed predictive relevance using the PLSpredict approach, as recommended by Shmueli et&#160;al. ([&lt;reflink idref=&quot;bib83&quot; id=&quot;ref167&quot;&gt;83&lt;/reflink&gt;]) and Chin et&#160;al.&#160;([&lt;reflink idref=&quot;bib17&quot; id=&quot;ref168&quot;&gt;17&lt;/reflink&gt;]). According to Hair et&#160;al.&#160;([&lt;reflink idref=&quot;bib39&quot; id=&quot;ref169&quot;&gt;39&lt;/reflink&gt;]), a model demonstrates predictive quality if the &lt;ephtml&gt; &amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0010&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi&amp;gt;Q&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt; &lt;/ephtml&gt; predictive value is greater than zero. The test results showed that the &lt;ephtml&gt; &amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0011&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi&amp;gt;Q&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt; &lt;/ephtml&gt; values for the endogenous variables were all above zero (see Table&#160;6), ranging from 0.382 (medium) to 0.559 (large), indicating the strong predictive power of these variables. A higher &lt;ephtml&gt; &amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0012&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi&amp;gt;Q&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt; &lt;/ephtml&gt; predictive value indicates better predictive power. In addition, all AE indicators had smaller prediction errors in the PLS‐SEM‐based prediction compared to the linear model (LM) scores, highlighting the robust predictive ability of the model. Conversely, not all MT and SRL indicators showed smaller prediction errors in the PLS‐SEM‐based prediction than in the LM, indicating that the model has medium predictive power for these constructs.&lt;/p&gt; &lt;p&gt;6 TABLE PLSpredict.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Indicator&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;PLS&amp;amp;#95;RMSE&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0013&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics xmlns=&quot;&quot;&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi mathvariant=&quot;normal&quot;&amp;gt;Q&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt;&amp;lt;/p&amp;gt;&amp;amp;#95;predict (indicator)&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;LM&amp;amp;#95;RMSE&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0014&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics xmlns=&quot;&quot;&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi mathvariant=&quot;normal&quot;&amp;gt;Q&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt;&amp;lt;/p&amp;gt;&amp;amp;#95;predict (indicator)&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0015&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics xmlns=&quot;&quot;&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msup&amp;gt;&amp;lt;mi mathvariant=&quot;normal&quot;&amp;gt;Q&amp;lt;/mi&amp;gt;&amp;lt;mn&amp;gt;2&amp;lt;/mn&amp;gt;&amp;lt;/msup&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt;&amp;lt;/p&amp;gt;&amp;amp;#95;predict (construct)&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0016&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics xmlns=&quot;&quot;&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msub&amp;gt;&amp;lt;mtext&amp;gt;RMSE&amp;lt;/mtext&amp;gt;&amp;lt;mi&amp;gt;PLS&amp;lt;/mi&amp;gt;&amp;lt;/msub&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt;&amp;lt;/p&amp;gt;&amp;amp;#8212;&amp;lt;p&amp;gt;&amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0017&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics xmlns=&quot;&quot;&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msub&amp;gt;&amp;lt;mtext&amp;gt;RMSE&amp;lt;/mtext&amp;gt;&amp;lt;mi&amp;gt;LM&amp;lt;/mi&amp;gt;&amp;lt;/msub&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Is &amp;lt;p&amp;gt;&amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0018&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics xmlns=&quot;&quot;&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msub&amp;gt;&amp;lt;mtext&amp;gt;RMSE&amp;lt;/mtext&amp;gt;&amp;lt;mi&amp;gt;PLS&amp;lt;/mi&amp;gt;&amp;lt;/msub&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt;&amp;lt;/p&amp;gt; &amp;amp;#60; &amp;lt;p&amp;gt;&amp;lt;math altimg=&quot;urn:x-wiley:01411926:media:berj4185:berj4185-math-0019&quot; display=&quot;inline&quot; overflow=&quot;scroll&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics xmlns=&quot;&quot;&amp;gt;&amp;lt;mrow&amp;gt;&amp;lt;msub&amp;gt;&amp;lt;mtext&amp;gt;RMSE&amp;lt;/mtext&amp;gt;&amp;lt;mi&amp;gt;LM&amp;lt;/mi&amp;gt;&amp;lt;/msub&amp;gt;&amp;lt;/mrow&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt;&amp;lt;/p&amp;gt;?&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Decision&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE8&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.756&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.370&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.780&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.331&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.469&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.024&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Large&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE10&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.861&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.221&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.873&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.199&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.012&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE13&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.916&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.138&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.940&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.092&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.024&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE11&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.846&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.107&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.865&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.066&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.019&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE1&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.635&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.389&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.653&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.354&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.018&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE14&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.813&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.138&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.830&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.102&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.017&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.828&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.216&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.866&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.143&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.038&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM9&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.859&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.223&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.831&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.273&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.382&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.028&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;No&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Medium&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM12&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.884&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.124&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.903&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.085&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.019&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM26&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.897&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.238&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.908&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.219&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.011&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM14&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.882&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.159&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.915&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.094&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.033&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM6&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.734&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.279&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.764&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.219&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.030&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM11&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.839&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.146&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.872&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.077&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.033&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM7&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.807&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.174&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.771&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.245&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.036&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;No&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL1&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.738&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.299&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.732&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.310&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.559&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.006&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;No&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Medium&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL2&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.756&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.256&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.774&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.220&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.018&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.850&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.199&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.875&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.151&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.025&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL7&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.775&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.288&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.818&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.207&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.043&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL9&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.656&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.362&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.662&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.351&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.006&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL10&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.774&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.291&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.787&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.267&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.013&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL12&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.959&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.256&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.982&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.221&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;amp;#8722;0.023&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;4 Abbreviations: LM, linear model; PLS, partial least squares; RMSE, root mean squared error.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-36&quot;&gt;Revised conceptual model&lt;/hd&gt; &lt;p&gt;Figure&#160;4 shows the revised conceptual model of the study based on the results of the hypotheses.&lt;/p&gt; &lt;p&gt; &lt;img src=&quot;https://imageserver.ebscohost.com/img/embimages/rdk/BED/01oct25/berj4185-fig-0004.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS&quot; alt=&quot;berj4185-fig-0004.jpg&quot; title=&quot;4 Revised conceptual model. Source: Author&#39;s construct. [Colour figure can be viewed at wileyonlinelibrary.com]&quot; /&gt; &lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0188606565-38&quot;&gt;DISCUSSION&lt;/hd&gt; &lt;p&gt;This study investigated the complex relationships between student grit, academic motivation, SRL and academic engagement among SHS students in the Kwahu Afram Plains District of Ghana. Utilising theoretical frameworks from SDT and SCT, this study underscores the significance of these factors in enhancing educational outcomes. The findings reveal that academic grit positively influences both academic motivation (H1) and engagement (H2), aligning with Duckworth et&#160;al.&#39;s&#160;([&lt;reflink idref=&quot;bib27&quot; id=&quot;ref170&quot;&gt;27&lt;/reflink&gt;]) assertion that perseverance and passion for long‐term goals are essential for academic success. This result is supported by recent studies, including those by Muenks et&#160;al.&#160;([&lt;reflink idref=&quot;bib65&quot; id=&quot;ref171&quot;&gt;65&lt;/reflink&gt;]), Vahedi&#160;([&lt;reflink idref=&quot;bib89&quot; id=&quot;ref172&quot;&gt;89&lt;/reflink&gt;]) and Eroğlu and Kaya&#160;([&lt;reflink idref=&quot;bib30&quot; id=&quot;ref173&quot;&gt;30&lt;/reflink&gt;]), which also report a positive correlation between grit and academic engagement. Additionally, the study demonstrates that grit significantly impacts SRL, validating H3. This finding is consistent with Zimmerman&#39;s&#160;([&lt;reflink idref=&quot;bib96&quot; id=&quot;ref174&quot;&gt;96&lt;/reflink&gt;]) SCT framework, which highlights the pivotal role of self‐regulation in academic achievement.&lt;/p&gt; &lt;p&gt;Further evidence from Wolters and Hussain&#160;([&lt;reflink idref=&quot;bib91&quot; id=&quot;ref175&quot;&gt;91&lt;/reflink&gt;]) and Martin et&#160;al.&#160;([&lt;reflink idref=&quot;bib62&quot; id=&quot;ref176&quot;&gt;62&lt;/reflink&gt;]) underscores the importance of self‐regulation in academic success. Moreover, the study found that academic motivation directly and positively influences the academic engagement of Ghanaian SHS students, thereby confirming H4. This finding aligns with SDT, which highlights intrinsic and extrinsic motivations as key drivers of students&#39; active participation in their learning processes (Ryan &amp;amp; Deci,&#160;[&lt;reflink idref=&quot;bib73&quot; id=&quot;ref177&quot;&gt;73&lt;/reflink&gt;]). It suggests that academic motivation significantly impacts academic engagement, underscoring the importance of both intrinsic and extrinsic motivations in fostering active participation in academic tasks. Previous research supports these findings, indicating that motivated students tend to exhibit higher levels of engagement and achievement (Froiland &amp;amp; Worrell, 2016; Karimi &amp;amp; Sotoodeh,&#160;[&lt;reflink idref=&quot;bib52&quot; id=&quot;ref178&quot;&gt;52&lt;/reflink&gt;]; Wu,&#160;[&lt;reflink idref=&quot;bib92&quot; id=&quot;ref179&quot;&gt;92&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Additionally, SRL positively influences academic engagement (H5), in line with SCT (Bandura, [&lt;reflink idref=&quot;bib11&quot; id=&quot;ref180&quot;&gt;11&lt;/reflink&gt;]). This theory emphasises that self‐efficacy and proactive learning strategies are crucial for enhancing students&#39; academic engagement. This finding is supported by previous research, which consistently shows that SRL positively impacts academic engagement by highlighting the importance of self‐efficacy and proactive strategies. For instance, Cleary and Zimmerman&#160;([&lt;reflink idref=&quot;bib20&quot; id=&quot;ref181&quot;&gt;20&lt;/reflink&gt;]) and Panadero&#160;([&lt;reflink idref=&quot;bib67&quot; id=&quot;ref182&quot;&gt;67&lt;/reflink&gt;]) demonstrated that effective self‐regulation, including goal setting and progress monitoring, is essential for sustained engagement and improved academic outcomes. While grit is shown to positively affect academic engagement, our study delved into a more nuanced interaction by emphasising the mediating roles of academic motivation and SRL. This insight is particularly pertinent for marginalised regions in developing countries, such as Ghana, where students face considerable educational challenges, including limited resources and suboptimal teaching quality.&lt;/p&gt; &lt;p&gt;Academic motivation and SRL are pivotal for enhancing students&#39; resilience and growth mindset, which in turn fosters higher levels of academic engagement and improves educational outcomes. The study reveals that academic motivation partially mediates the relationship between grit and academic engagement (H6), indicating that motivational processes enhance the direct impact of grit on engagement. Similarly, SRL also partially mediates this relationship (H7), underscoring the vital role of self‐regulation. These findings align with previous research, which demonstrates that students with high levels of grit tend to develop intrinsic motivation and employ SRL strategies, such as goal setting and progress monitoring, to sustain engagement and improve performance (Jiang et&#160;al.,&#160;[&lt;reflink idref=&quot;bib50&quot; id=&quot;ref183&quot;&gt;50&lt;/reflink&gt;]; Martin et&#160;al.,&#160;[&lt;reflink idref=&quot;bib62&quot; id=&quot;ref184&quot;&gt;62&lt;/reflink&gt;]; Theobald,&#160;[&lt;reflink idref=&quot;bib87&quot; id=&quot;ref185&quot;&gt;87&lt;/reflink&gt;]). Consequently, higher levels of motivation and self‐regulation amplify the effects of grit on academic engagement.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-39&quot;&gt;Strengths and limitations&lt;/hd&gt; &lt;p&gt;A key strength of the present study is its use of a predictive correlational design with the PLS‐SEM approach. This method effectively models the relationships between grit, motivation, SRL and engagement among SHS students. Additionally, the stratified random sampling technique used ensures that the sample is representative of both rural and urban settings, thereby enhancing the generalisability of the findings. However, the study also has limitations. The reliance on self‐reported data may introduce biases, such as response bias, potentially affecting the accuracy of the results. Furthermore, the cross‐sectional design limits the ability to make causal inferences. This study conceptualised SRL within Bandura&#39;s SCT instead of Zimmerman&#39;s SCT, and this may not fully capture the complexities of SRL. Also, Bandura&#39;s SCT may not explicitly address metacognition processes such as planning, monitoring and evaluating, which are crucial for SRL. Accordingly, the findings should be interpreted with caution. Future research should address these limitations by employing longitudinal designs to gain a deeper understanding of causal relationships and to mitigate the biases associated with self‐reported data.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-40&quot;&gt;Implications&lt;/hd&gt; &lt;p&gt;This study enhances a clearer understanding of the factors influencing students&#39; academic engagement in developing countries. By integrating the SDT and SCT, it clarifies the mediating roles of academic motivation and SRL in the relationship between grit and academic engagement. This integration provides both theoretical and practical insights, as discussed below.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-41&quot;&gt;Theory implications&lt;/hd&gt; &lt;p&gt;This study makes a significant theoretical contribution by advancing a clearer understanding of the intricate relationships between student grit, academic motivation, SRL and academic engagement among SHS students, particularly in marginalised districts such as the Afram Plains in Ghana. By applying SDT and SCT, this study integrates two prominent theoretical frameworks to explain the relationship between grit, motivation, SRL and academic engagement. By applying SDT and SCT, this study provides a nuanced understanding of the psychological mechanisms underlying the relationship between grit and academic engagement. Grounded in SDT and SCT, the research affirms that grit enhances both academic motivation and engagement, supporting the view that perseverance and passion for long‐term goals are crucial for academic success. The findings also align with SCT by demonstrating that grit positively influences SRL—a critical factor in academic achievement. Moreover, the study reveals the mediating roles of academic motivation and SRL, showing that grit indirectly fosters academic engagement through these mediators. These theoretical insights are especially valuable for developing effective educational strategies in resource‐limited settings. The outcomes emphasise the importance of nurturing both motivation and self‐regulation while focusing on grit as a key driver to enhance student engagement and improve academic outcomes.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-42&quot;&gt;Practical implications&lt;/hd&gt; &lt;p&gt;This study provides actionable insights for educators and policymakers aiming to enhance academic engagement in marginalised districts like the Afram Plains in Ghana. The findings have implications for educational practice, particularly for students in remote or underserved areas like the Afram Plains, who face educational challenges such as limited resources and suboptimal teaching quality. First, recognising the positive link between academic grit and motivation, educational programmes could emphasise developing students&#39; perseverance and long‐term goals. This goal can be achieved through specialised grit training workshops. These workshops could target goal‐setting exercises, perseverance‐building activities, self‐reflection and self‐awareness, mindset training, role modelling and mentorship. Second, given the crucial role of grit in SRL, it is important to integrate self‐regulation strategies into the curriculum. These strategies include goal setting, progress monitoring and self‐reflection techniques.&lt;/p&gt; &lt;p&gt;In the Ghanaian context, grit and self‐regulation may manifest differently due to cultural and socioeconomic factors. For instance, Ghanaian students may demonstrate grit by persevering through challenges such as limited access to resources, inadequate infrastructure and societal expectations. In this context, grit may involve adapting to unfamiliar situations, seeking out opportunities for learning and maintaining motivation despite obstacles. To develop grit and self‐regulation among students in Ghana, educators and policymakers could consider the following strategies: (a) incorporate local values, customs and experiences into teaching practices to make learning more relevant and engaging; (b) teach students to adapt to limited resources and find creative solutions to problems; (c) pair students with role models who can provide guidance, support and motivation, and encourage students to apply what they have learned in real‐world settings, such as through service‐learning projects or internships.&lt;/p&gt; &lt;p&gt;Third, since academic motivation directly impacts engagement, teachers are encouraged to employ strategies that enhance intrinsic and extrinsic motivation. This pathway can be achieved by providing meaningful learning experiences, recognising achievements and offering students greater autonomy in their learning activities. In addition, the study&#39;s finding that SRL enhances engagement underscores the need for teaching approaches that promote self‐efficacy and proactive learning. Educators are encouraged to focus on developing students&#39; self‐regulation skills through structured cognitive‐behavioural activities that emphasise planning, organisation and self‐evaluation. Addressing these factors can significantly improve academic engagement and educational outcomes for students in remote and underserved regions.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-43&quot;&gt;Conclusions&lt;/hd&gt; &lt;p&gt;This research, focusing on SHS students in the Kwahu Afram Plains District of Ghana, revealed how grit influences academic engagement indirectly through academic motivation and SRL. Current findings highlight the importance of grit and also suggest a more complex relationship than the traditionally assumed direct link between grit and engagement. The findings emphasise the mediating roles of academic motivation and SRL. This outcome underscores the essential roles of both intrinsic and extrinsic motivation, self‐efficacy and proactive learning strategies in enhancing academic engagement. This insight is particularly relevant for students in remote or underserved areas who face educational challenges such as limited resources and suboptimal teaching quality. Educators and policymakers in Ghana can leverage these findings to improve academic engagement by implementing strategies that foster motivation and SRL, thereby promoting a growth mindset and grit among SHS students. Overall, this research not only contributes to the theoretical understanding of these dynamics but also offers practical recommendations for improving academic performance and achieving quality educational outcomes, in line with SDG 4.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-44&quot;&gt;ACKNOWLEDGEMENTS&lt;/hd&gt; &lt;p&gt;The authors sincerely thank the headmasters, teachers and students of the sampled SHS schools in Donkorkrom, Maame Krobo and Tease for supporting the data‐collection exercise. Open Access funding enabled and organized by Projekt DEAL.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-45&quot;&gt;FUNDING INFORMATION&lt;/hd&gt; &lt;p&gt;This study received no funding. However, the authors sincerely thank Bielefeld University, Germany for providing financial support through the Institutional Open Access Publication Fund organized by Projekt DEAL for the article processing charge (APC).&lt;/p&gt; &lt;hd id=&quot;AN0188606565-46&quot;&gt;CONFLICT OF INTEREST STATEMENT&lt;/hd&gt; &lt;p&gt;The authors declare no conflict of interest.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-47&quot;&gt;DATA AVAILABILITY STATEMENT&lt;/hd&gt; &lt;p&gt;Anonymised data are available upon reasonable request through the corresponding author.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-48&quot;&gt;ETHICS STATEMENT&lt;/hd&gt; &lt;p&gt;This study was approved by the Ethical Review Board of the University of Education, Winneba, Ghana with reference number DAA/P.1/Vol.1/39. All methods and standard procedures were carried out in accordance with relevant guidelines and regulations under the 6th edition of the Declaration of Helsinki.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-49&quot;&gt;CONSENT&lt;/hd&gt; &lt;p&gt;Informed consent, parental consent and child assent were solicited from adolescents 18 years or above and children below 18 years, respectively, using a verbal and written agreement.&lt;/p&gt; &lt;hd id=&quot;AN0188606565-50&quot;&gt;A APPENDIX&lt;/hd&gt; &lt;p&gt; &lt;img src=&quot;https://imageserver.ebscohost.com/img/embimages/rdk/BED/01oct25/berj4185-gra-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS&quot; alt=&quot;berj4185-gra-0001.jpg&quot; title=&quot;.&quot; /&gt; &lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0188606565-52&quot;&gt;B APPENDIX&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0188606565-53&quot;&gt;B.1 Cross‐loading&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Item&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Academic engagement&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Grit&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Motivation&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Self&amp;amp;#8208;regulated learning&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM11&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.409&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.400&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.706&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.414&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM12&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.416&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.376&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.716&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.443&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM14&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.553&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.419&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.742&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.517&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM26&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.529&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.501&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.704&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.472&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM6&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.538&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.543&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.744&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.521&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM7&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.436&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.427&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.696&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.372&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ACM9&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.452&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.482&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.737&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.446&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE1&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.784&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.641&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.533&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.610&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE10&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.743&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.480&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.472&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.423&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE11&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.671&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.364&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.477&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.375&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE13&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.725&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.401&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.361&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.393&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE14&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.716&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.402&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.392&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.421&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.621&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.475&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.474&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.529&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AE8&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.749&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.625&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.578&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.562&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS10&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.457&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.691&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.400&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.474&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.485&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.689&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.517&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.626&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS5&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.530&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.774&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.415&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.638&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS6&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.506&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.744&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.518&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.532&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS7&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.510&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.642&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.435&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.481&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS8&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.476&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.708&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.409&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.406&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AGS9&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.531&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.773&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.461&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.600&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL1&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.480&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.557&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.431&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.781&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL10&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.525&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.551&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.461&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.739&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL12&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.439&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.516&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.461&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.652&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL2&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.468&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.519&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.468&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.734&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.418&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.458&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.413&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.661&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL7&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.517&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.551&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.505&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.706&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SRL9&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.533&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.618&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;0.450&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot;&amp;gt;&amp;lt;bold&amp;gt;0.734&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;5 &lt;emph&gt;Note&lt;/emph&gt;: The bold values are the factor loadings of the respective constructs.&lt;/p&gt; &lt;ref id=&quot;AN0188606565-54&quot;&gt; &lt;title&gt; REFERENCES &lt;/title&gt; &lt;blist&gt; &lt;bibl id=&quot;bib1&quot; idref=&quot;ref7&quot; type=&quot;bt&quot;&gt;1&lt;/bibl&gt; &lt;bibtext&gt; Agormedah, E. 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Header DbId: eric
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An: EJ1486202
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PubType: Academic Journal
PubTypeId: academicJournal
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Linking Students&#39; Grit and Academic Engagement: Mediating Role of Academic Motivation and Self-Regulated Learning
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Paul+Obeng%22&quot;&gt;Paul Obeng&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-5564-9240&quot;&gt;0000-0002-5564-9240&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Medina+Srem-Sai%22&quot;&gt;Medina Srem-Sai&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-7623-1126&quot;&gt;0000-0002-7623-1126&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Iddrisu+Salifu%22&quot;&gt;Iddrisu Salifu&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-1605-5941&quot;&gt;0000-0002-1605-5941&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Mustapha+Amoadu%22&quot;&gt;Mustapha Amoadu&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-9582-8884&quot;&gt;0000-0002-9582-8884&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Francis+Arthur%22&quot;&gt;Francis Arthur&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0001-7792-6563&quot;&gt;0000-0001-7792-6563&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Edmond+Kwesi+Agormedah%22&quot;&gt;Edmond Kwesi Agormedah&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22John+Elvis+Hagan%22&quot;&gt;John Elvis Hagan&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-3530-6133&quot;&gt;0000-0003-3530-6133&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Thomas+Schack%22&quot;&gt;Thomas Schack&lt;/searchLink&gt;
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22British+Educational+Research+Journal%22&quot;&gt;&lt;i&gt;British Educational Research Journal&lt;/i&gt;&lt;/searchLink&gt;. 2025 51(5):2511-2535.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley &amp; Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22High+Schools%22&quot;&gt;High Schools&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Secondary+Education%22&quot;&gt;Secondary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Persistence%22&quot;&gt;Persistence&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Resilience+%28Psychology%29%22&quot;&gt;Resilience (Psychology)&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Learner+Engagement%22&quot;&gt;Learner Engagement&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Student+Motivation%22&quot;&gt;Student Motivation&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Self+Management%22&quot;&gt;Self Management&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22High+School+Students%22&quot;&gt;High School Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Learning+Motivation%22&quot;&gt;Learning Motivation&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Ghana%22&quot;&gt;Ghana&lt;/searchLink&gt;
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;SU&quot; term=&quot;%22Motivated+Strategies+for+Learning+Questionnaire%22&quot;&gt;Motivated Strategies for Learning Questionnaire&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/berj.4185
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-1926&lt;br /&gt;1469-3518
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study investigated the relationships between students&#39; grit, academic engagement, motivation and self-regulated learning (SRL). It explored the mediating role of academic motivation and SRL in the relationship between students&#39; grit and academic engagement. Understanding these dynamics can help educators foster environments that enhance student engagement through targeted interventions. A predictive correlational design was used to model the relationships among the variables. Stratified random sampling selected 190 senior high school students from the Kwahu Afram Plains District in Ghana. Data were collected using validated instruments: the University Student Engagement Inventory (USEI); Academic Grit Scale (AGS); Motivated Strategies for Learning Questionnaire (MSLQ); and Self-Regulated Learning Scale (SRLS). Analysis was performed using partial least squares structural equation modelling to handle non-normality in the data. The results indicated that academic grit positively influenced academic motivation ([beta] = 0.631, p &lt; 0.001), academic engagement ([beta] = 0.320, p = 0.001) and SRL ([beta] = 0.756, p &lt; 0.001). Academic motivation and SRL partially mediated the relationship between grit and academic engagement. The model demonstrated strong reliability and validity, with significant indicator loadings and acceptable variance inflation factors, indicating no multicollinearity issues. Grit significantly impacts academic engagement directly and indirectly through academic motivation and SRL. These findings highlight the importance of fostering grit, motivation and self-regulation in students to enhance their academic engagement. Hence, educators are encouraged to design cognitive-behavioural interventions to promote these attributes in order to ultimately improve educational outcomes.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1486202
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1486202
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/berj.4185
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 2511
    Subjects:
      – SubjectFull: Persistence
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Ghana
        Type: general
      – SubjectFull: Motivated Strategies for Learning Questionnaire
        Type: general
    Titles:
      – TitleFull: Linking Students' Grit and Academic Engagement: Mediating Role of Academic Motivation and Self-Regulated Learning
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Paul Obeng
      – PersonEntity:
          Name:
            NameFull: Medina Srem-Sai
      – PersonEntity:
          Name:
            NameFull: Iddrisu Salifu
      – PersonEntity:
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            NameFull: Mustapha Amoadu
      – PersonEntity:
          Name:
            NameFull: Francis Arthur
      – PersonEntity:
          Name:
            NameFull: Edmond Kwesi Agormedah
      – PersonEntity:
          Name:
            NameFull: John Elvis Hagan
      – PersonEntity:
          Name:
            NameFull: Thomas Schack
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      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0141-1926
            – Type: issn-electronic
              Value: 1469-3518
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: British Educational Research Journal
              Type: main
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