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<p>The relationship between grit and academic achievement is well documented. However, the determinants of students’ grit remain elusive, particularly in resource-constrained higher education systems. Drawing on self-determination theory (SDT), this study examined the predictive role of resilience and personality traits in fostering grit. Using data from 288 students at Jasikan College of Education, hierarchical regression and the Lewbel IV estimator were employed for the analysis. The results showed that conscientiousness and openness, have a strong positive influence in fostering grit in terms of effort and interest, while neuroticism surprisingly had a positive association with grit. In contrast, resilience inversely predicted grit, suggesting specific-contextual effects of individual resilience on grit. Age and level of study positively predicted grit, while programme of study negatively associated with grit. These findings highlight the need to develop specific and contextualised interventions that address resilience and personality traits as non-cognitive skills to promote student grit.</p>

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Resilience and personality traits predict nurturing grit through student effort and interest in Ghanaian higher education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月23日

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  • Akoto-Baako Hansen,
  • Jotham Prem Heeralal,
  • Dennis Ntokozo Ndwandwe

摘要

The relationship between grit and academic achievement is well documented. However, the determinants of students’ grit remain elusive, particularly in resource-constrained higher education systems. Drawing on self-determination theory (SDT), this study examined the predictive role of resilience and personality traits in fostering grit. Using data from 288 students at Jasikan College of Education, hierarchical regression and the Lewbel IV estimator were employed for the analysis. The results showed that conscientiousness and openness, have a strong positive influence in fostering grit in terms of effort and interest, while neuroticism surprisingly had a positive association with grit. In contrast, resilience inversely predicted grit, suggesting specific-contextual effects of individual resilience on grit. Age and level of study positively predicted grit, while programme of study negatively associated with grit. These findings highlight the need to develop specific and contextualised interventions that address resilience and personality traits as non-cognitive skills to promote student grit.