Grit and Student Engagement: The Moderating Effect of Academic Buoyancy in High School Student
Main Article Content
Abstract
Student engagement is crucial for high school students to meet their academic demands. Several studies have shown a positive relationship between grit and student engagement, but several studies have also found that grit plays only a small role in predicting student engagement. This study aims to determine whether academic buoyancy can moderate the relationship between grit and student engagement in high school students. Student respondents were asked to complete an online survey in the form of a self-reported inventory, namely the Student Engagement Scale, the Academic Buoyancy Scale, and the Grit Scale. The results of a Moderated Regression Analysis of 348 participants showed that academic buoyancy played a role in strengthening the relationship between grit and student engagement. With a coefficient of determination of 0.441, this means that grit can explain student engagement, with academic buoyancy moderating by 44.1%. The results of this study demonstrate that academic buoyancy plays a role in strengthening the relationship between grit and student engagement. Academic buoyancy has been shown to be a protective factor that helps students overcome daily obstacles, which may affect their persistence and commitment in achieving their learning goals. The implication of the results of this study is that educational institutions should not only encourage students to be diligent but also facilitate students to develop problem-solving skills that focus on problem solving....
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Abubakar, A. M., Abubakar, Y., & Itse, J. D. (2017). Students' engagement in their academic performance. Journal of Education and Social Sciences, 8.
Collie, R. J., Martin, A. J., & Frydenberg, E. (2017). Social and emotional learning: A brief overview and challenges for Australia and the Asia-Pacific region. In Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches (pp. 1–13). Springer Singapore. https://doi.org/10.1007/978-981-10-3394-0_1
Datu, J. A. D., & Yuen, M. (2018). Predictors and consequences of academic achievement: A literature review with implications for research and practice in educational psychology. Contemporary School Psychology, 22, 207–212. https://doi.org/10.1007/s40688-018-0185-y
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Edwina, I. P., & Vivekananda, N. L. A. (2017). The contribution of grit and IQ to academic success of students in the Faculty of Psychology, Maranatha Christian University, Bandung. Maranatha Christian University.
Erdoğdu, M. Y. (2019). The mediating role of academic engagement in the relationship between attitude toward learning and academic achievement. International Journal of Education and Literacy Studies, 7, 75. https://doi.org/10.7575/aiac.ijels.v.7n.2p.75
Fatmawati, E., Husna, J., Irawati, Y. E., Rafa, M. F. F., Rinjani, R. N., Awalia, A. N. R., & Herman, H. (2026). Integrating preventive and curative preservation strategies: Enhancing archival education for sustainable cultural heritage learning. International Journal of Special Education, 41(2), 160–169. https://internationalsped.com/index.php/ijse/article/view/3333
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of knowledge. Review of Educational Research, 74, 59–109. https://doi.org/10.3102/00346543074001059
Ghozali, I. (2016). Quantitative and qualitative research design: For accounting, business and other social sciences.
Gravetter, F. J., & Wallnau, L. B. (2015). Statistics for the behavioral sciences (10th ed.). Cengage Learning.
Herman, H., Sudarmo, S., Suardi, S., Judijanto, L., Fatmawati, E., Syathroh, I. L., Saputra, N., & Manik, C. G. (2026). Students’ perceptions of code-switching in English as a foreign language classroom: A qualitative study of internal and external influencing factors. International Journal of Special Education, 41(7s), 474–491. https://internationalsped.com/index.php/ijse/article/view/3254
Hodge, B., Wright, B., & Bennett, P. (2018). The role of grit in university students' academic engagement and achievement. Research in Higher Education, 59, 448–460. https://doi.org/10.1007/s11162-017-9474-y
Jahedizadeh, S., Ghonsooly, B., & Ghanizadeh, A. (2019). Academic dynamism in higher education: Developing sustainability in language learning by encouraging English as a foreign language students to engage. Journal of Applied Research in Higher Education, 11, 162–177. https://doi.org/10.1108/JARHE-04-2018-0067
Martin, A. J. (2013). Academic dynamism and resilience: Exploring “ordinary” and “classical” resilience in the face of academic adversity. School Psychology International, 34, 488–500. https://doi.org/10.1177/0143034312472759
Martin, A. J., & Marsh, H. W. (2008a). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46, 53–83. https://doi.org/10.1016/j.jsp.2007.01.002
Martin, A. J., & Marsh, H. W. (2008b). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of Psychoeducational Assessment, 26, 168–184. https://doi.org/10.1177/0734282907313767
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and buoyancy: A multidimensional and hierarchical conceptual framework of causes, correlates, and related constructs. Oxford Review of Education, 35, 353–370. https://doi.org/10.1080/03054980902934639
Ministry of Education and Culture of the Republic of Indonesia. (2022). Independent study program. Ministry of Education and Culture of the Republic of Indonesia. https://merdekabelajar.kemdikbud.go.id/upload/file/172_1645510734.pdf
Moreira, P., Cunha, D., & Inman, R. A. (2020). Integrating multiple dimensions of student engagement into a single measure and validity-based studies. Journal of Psychoeducational Assessment, 38, 564–580. https://doi.org/10.1177/0734282919870973
Muliani, A., Royanto, L. R. M., & Udaranti, W. S. (2012). Relationship between academic well-being and involvement in learning activities among 11th grade secondary school students. Manasa, 1, 100–107.
Rohinsa, M. S. (2021). Reliability and validity of the academic buoyancy concept in Indonesia. Humanitas (Monterey, Netherlands), 5, 389–397.
Sari, R. M., Nasution, A. R., Ifriqia, F., Sutikno, S., Asnawi, A., Kartolo, R., Herman, H., & Al-Awawdeh, N. (2026). Design and implementation of a Moodle-based adaptive hypermedia system for Indonesian vocabulary learning and character education. Research Journal in Advanced Humanities, 7(3). https://doi.org/10.58256/dc072k32
Savitri, J., Sussanto, S., & Anggrainy, D. (2016). Basic need satisfaction towards academic engagement of Grade X junior high school students in Bandung. In Contribution of psychology to improving quality of life in the era of ASEAN Economic Community (pp. 19–30). Tarumanagara University.
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and resilience in everyday life. In Handbook of research on student engagement (pp. 21–44). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_2
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students' motivation for academic success: Replicating and extending previous findings. Frontiers in Psychology, 10, Article 1730. https://doi.org/10.3389/fpsyg.2019.01730
Tao, W., Zhao, D., Yue, H., Horton, I., Tian, X., Xu, Z., & Sun, H. J. (2022). The influence of growth mindset on students' mental health and life events. Frontiers in Psychology, 13, Article 821206. https://doi.org/10.3389/fpsyg.2022.821206
Von Culin, K. R., Tsukayama, E., & Duckworth, A. L. (2014). Deciphering grit: Motivational correlates of persistence and passion for long-term goals. The Journal of Positive Psychology, 9, 306–312. https://doi.org/10.1080/17439760.2014.898320
Wang, M.-T., & Eccles, J. S. (2012). Trajectories of adolescents' behavioral, emotional, and cognitive engagement in school and their differential relationships with academic achievement. Journal of Research on Adolescence, 22, 31–39. https://doi.org/10.1111/j.1532-7795.2011.00753.x
Wijayanti, R., Yusron, R. M., Hermanto, D., & Novitasari, A. T. (2022). Introducing independent learning program to Islamic boarding school students using instructional modules. Indonesian Journal of Community Service, 3.
Wylie, C., & Hodgen, E. (2012). Trajectories and patterns of student engagement: Evidence from a longitudinal study. In Handbook of research on student engagement (pp. 585–599). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_28
Yau, O. K. T., & Shu, T. M. (2023). Why are students with higher levels of determination more engaged in their learning? The mediating effect of negotiable fate on the relationship between determination and student engagement in higher education during COVID-19. Journal of Pacific Rim Psychology, 17. https://doi.org/10.1177/18344909231171728
Yazzie-Mintz, E. (2010). Charting engagement's path to success: Report of the 2009 high school student engagement survey. Center for Educational Evaluation and Policy.