Academic success: the influence of mindset, grit and self-control on exam progression

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Dunne, Stephen Finbarr
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BA (Hons) in Psychology
Dublin Business School
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Academic success matters to students and educators everywhere. Non-cognitive factors have been found to be a valuable support to academic performance, allowing students persevere and develop as more active learners. This study examines the non-cognitive factors of grit, growth mindset, intelligence mindset, self-control and their influence on exam pass rates. 117 (N=117) part-time students taking professional examinations participated by completing an online questionnaire. A stepwise multiple regression using a short grit scale, an 8-item theories of intelligence scale, an 8-item educational mindset scale and an IE – 4 Locus of Control questionnaire measured the non-cognitive factors finding no significant correlation; a Pearson’s coefficient found no positive correlation between all the factors. The sample size relative to the overall student population suggests the results may not be fully representative. Further research is suggested to understand the dynamic, interdependent relationship between growth mindset and grit, and what interrelated skills contribute to optimise academic performance