Beamish, PeterRyan, Alysia2023-11-012023-11-012018-11-012019-03-26Ryan, A., & Beamish, P. (2018). Mindset, perseverance and learning. <em>TEACH Journal of Christian Education, 12</em>(2), 43-50. doi:10.55254/1835-1492.1396https://doi.org/10.55254/1835-1492.1396https://research.avondale.edu.au/handle/123456789/14114037<p>209 junior school students, ranging from year four to year six, and their nine teachers participated in this study that explored how the psychological factors of growth mindset: the belief in one’s ability to learn and succeed, selfcontrol: the ability to resist temptation and remain focused on a goal, and grit: applying passion and perseverance for long term goals, impact junior school students’ academic achievement. This study found that growth mindset, selfcontrol and grit can all play a part in helping students to achieve academically in primary schools. The two factors, grit and growth mindset were found to have a direct, significant influence on academic achievement. Grittier students were more likely to outperform their peers in academic achievement. Students with a higher growth mindset were also more likely to outperform their peers. Growth mindset had a significant positive relationship with grit. Although the present study did not find a significant difference in grit based on gender, the structured equation model indicated that boys had a significant direct link to grit, but girls compensated through the significant indirect link to grit via self-control. The present study found a highly positive correlation between self-control and grit. Students with higher levels of self-control were more likely to exhibit higher levels of grit.</p>en-uslearnsucceedmindsetself-controlJournal Article