The Role Of Study Strategy Use, Meaning In Life, And Grit On The Academic Success Of University Students
Academic achievement is important to successful developmental outcomes. Educators and academic researchers have long been interested in identifying factors that contribute to student achievement. Literature suggests that relative to students who are academically unsuccessful, students with desirable academic outcomes use more study strategies. It has also been shown that academic performance can be enhanced by teaching students study strategies. Several personal factors seem to be associated with high academic achievement. Academically successful college students perceive that they have a greater sense of meaning in their lives compared to poorly performing students. Additionally, students with greater perceived meaning in life de-value pleasure, value intelligence, responsibility, discipline, perceive that they use their time in a structured and purposeful manner, and are more engaged in the process of academic learning. High levels of grit have also been found to be predictive of higher education levels and better academic performance. Although research has identified use of effective study strategies, high levels of meaning in life, and grit as being associated with academic achievement, relationships among academic achievement, study strategy use, meaning in life, and grit have yet to be examined. The present study investigated the role of study strategy use, meaning in life, and grit in the prediction of academic success of university students. A sample of university students provided demographic information including GPA, and completed measures of study strategy use, meaning in life, and grit. Hierarchical regression was performed. Study strategy use, as measured by LASSI-2 scales, was entered in the first step, meaning in life, as measured by the MLQ, was entered in the second step, and grit, as measured by the Grit-S, was entered in the third step. GPA served as the dependent variable. Results revealed that study strategy use accounted for 31% of the variance in prediction of GPA, presence of meaning in life did not account for additional variance beyond that accounted for by study strategy use, and grit accounted for additional variance (4%) beyond that accounted for by study strategies and presence of meaning in life. Implications of the data are discussed.
Academic Achievement, Academic Success, Grit, Meaning In Life, Study Strategies, University Students, Education
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