Grit, Self-Regulated Learning, Self-Determination Theory

and Academic Performance of Generation-Z

Roza Marsaulina Sibarani and Yohana F. Cahya Palupi Meilani

Pelita Harapan University, Jl. M.H. Thamrin Boulevard Tangerang, 15811 Banten, Indonesia

Keywords: Generation Z, GRIT, Self-Regulated Learning, Self-Determination Theory, Student’s Motivation.

Abstract: The purpose of this research is to know the influence of GRIT, Self-Regulated Learning (SRL), and Self-

Determination Theory (SDT) of motivation on academic performance of generation Z college students. The

research was carried out on 425 college students of Business School at ABC private university in Indonesia.

Respondents were collected by using a convenience sampling technique. The CB-SEM approach was used in

data analysis of this research with PLS-SEM program to evaluate. The result has shown that both the GRIT

and SRL process positively influence academic performance, while SDT motivational process does not

influence the academic performance. More, SRL process positively influences GRIT and SDT motivational

process positively influences SRL process. This study aims to provide input for educators and education

managers to understand generation Z behaviour through GRIT and SDT motivation to achieve academic

performance.

1 INTRODUCTION

Based on Statistic Indonesia (BPS), in 2020 there will

be 105 million or 40% millennial generation of the

total population in Indonesia (Alvara Research

Center, 2018). Generation Z (Gen-Z) is the second

wave of the millennial generation that born between

1995 and 2010 with age from 7 to 22-year-old. Gen-

Z is the first generation that is legally and

convincingly be referred to as a digital native, a

generation that was born has become a global citizen

(Twenge et al., 2010).

It is easy for Gen-Z to absorb the theory and

concept of learning when associated with technology

(Holubova, 2015). On the other side, they tend to be

lazy to read printed materials such as books,

magazine, and newspapers. Only 9% of Indonesian

teenagers enjoy reading printed materials, and 97% of

them prefer watching TV (Trimansyah, 2016). Cabler

et al. (2013) stated that most of Gen-Z have a life

expectancy lower than their parents. They mostly

failed and underachieved because of lack of skills,

confidence, motivation, perseverance, and

relationship with teachers and peers (Darnell, 2014).

Persistence, reliance, and motivation are

important factors to make an individual focus on his

interest to achieve his own long-term goals, which

measure through GRIT, Self-Regulated Learning

(SRL) and Self-Determination Theory (SDT) of

motivation. Based on exploration study conducted on

March until June 2017 with qualitative case study

methods through in-depth focus group discussion to

17 informant college students at Business School-

ABC University with the range of Grade Point

Averages (GPA) 2.2 until 3.9 shown how GRIT,

SRL, and SDT influence college students in

achieving good academic performance. Exploration

study differed two groups of informants. The first

group consisted of active students both in class and

students club with a GPA between 2.8 and 3.9. And

the second group consisted of less active students

both in class nor in students club with a GPA between

2.2 and 2.8.

Findings of this exploration study were: (1) The

first group of students was ambitious to graduate on

time with the highest mark and also got a lot of

experience in a student club. They focused on

achieving goals, thus they eager to work hard, able to

manage time and highly motivated. (2) The second

group was highly influence by their friends and

environments. They found difficulties in managing

time. Worse, they did not mind postponing

graduation. (3) Both groups of informants have the

same standard of best graduate with a GPA above 3.5

and within 10 semesters. And both groups were

supported by their parents during their study.

Sibarani, R. and Meilani, Y.

Grit, Self-Regulated Learning, Self-Determination Theory and Academic Performance of Generation-Z.

DOI: 10.5220/0008426900050012

In Proceedings of the 2nd International Conference on Inclusive Business in the Changing World (ICIB 2019), pages 5-12

ISBN: 978-989-758-408-4

Based on the exploration study, this study was

conducted in order to determine how GRIT, SRL, and

SDT affected the academic performance of Gen-Z.

The contribution of this study is to provide input for

educators and education managers to understand how

to manage Gen-Z college students and provide a

conducive learning environment. The research

questions of this study:

1. Does GRIT positively effect on academic

performance?

2. Does Self-regulated learning (SRL) process

positively effect on academic performance?

3. Does the motivational process self-determination

(SDT) positively effect on academic

performance?

4. Does the self-regulated learning process (SRL)

positively effect on GRIT?

5. Does Motivational process self-determination

(SDT) positively effect on the self-regulated

learning process (SRL)?

2 LITERATURE REVIEW

2.1 GRIT

According to Duckworth (2016) and Duckworth et al.

(2017), GRIT is psychological traits that used to

explain individual perseverance and passion to

achieve long-term goals. GRIT comes as the fact that

there are many people easily discouraged when facing

obstacles. They decided to quit rather than to strive

achieving their goals. Duckworth et al. (2007)

measured the constructs of GRIT with 27 items of

questions, which included to overcome setback to

conquer the challenge, to finish the task, to maintain

focu on finishing the task. Those questions were rated

based on a 5-point Likert scale. For Gen-Z that wants

everything to be instant, they might easily to quit

when they have to wait for a process or when they

have to strive to achieve the goals. For a decade, some

researchers have been studied about GRIT.

As a college student, GRIT impacts the learning

process. When facing demanding and burdens

lectures, they do not give up but can through it well

(Reed, Pritschet and Cutton, 2012). GRIT will impact

the perseverance in the learning process. When facing

demanding and burdens lectures, they do not give it

up but through it well (Reed et al. 2012). Duckworth

(2016) and Duckworth et al. (2007) showed that gritty

students outperformed less gritty students. Chang

(2014) studied GRIT for students and found that

GRIT with moderating effects of personality traits

and motivational factors affected academic

behaviors. The researcher mentioned that there is a

relationship between students' GRIT scores and their

academic achievements affected by gender, race and

first language (Reraki et al. 2015).

2.2 Self-Regulated Learning (SRL)

SRL refers to processes and active actions to get

relevant information and skills that necessary for an

individual to achieve the goals. For students, SRL has

positively affected academic performance (Schunk

and Zimmerman, 2008). Related to GRIT, previous

studies conclude that there is a positive relationship

between students’ GRIT and SRL. A student that has

better SRL (ability to do goal setting, self-instruction,

and self-reinforcement regularly) can have better

GRIT. Then the student will plan, monitor and

regulate his own learning (Liao et al. 2012).

2.3 Self-Determination Theory (SDT)

of Motivation

Individual motivation comes from internal (intrinsic)

and external (extrinsic). For a college student,

intrinsic motivation comes from the student himself

such as health (health condition), intelligence and

aptitude (intelligence and talent), interest (interest),

internal motivation (motivation), and how to learn

(learning style). While extrinsic motivation derives

from the school environment, society and the family

(Chue and Nie, 2016). SDT measures the

commitment and motivation of the individual to

achieve the goals are dominantly intrinsic or

extrinsic. Deci and Ryan (1985, 2008) concluded that

there is a positive relation between intrinsic

motivation, learning, and achievement. However,

intrinsically motivated students will persist although

they have a difficult task or condition. SDT shows the

variation in students' learning strategies and academic

performance. Zhou (2015) also stated that SDT and

personality factors were related to academic

performance in a positive way.

2.4 GRIT and Academic Performance

GRIT related to better performance and greater

success in both academia and in the real-world

setting. Research of Duckworth et al. (2017) at the

University of Pennsylvania used SAT scores proved

that GRIT explained variance in GPA beyond that of

intelligence. Gritty students outperformed less gritty

students. Then Grit scores positively affected GPAs

and even stronger when controlling SAT scores.

Jaeger et al. (2010) studied at Northeastern University

ICIB 2019 - The 2nd International Conference on Inclusive Business in the Changing World

GRIT

Academic

Performance

SRL

Process

SDT of

Motivation

for engineering students. The results showed that

chemical and mechanical engineering students had

the highest GRIT scores that have good academic

performance than computer engineering students that

possessed the lowest GRIT scores. Strayhorn (2014)

tested the effect of grit on the academic performance

of black male students at predominately white

institutions, and that research concluded that college

students were moderately and significantly related to

grit scores in a positive direction, because grittier

black males have higher grades than their less gritty

colleagues. Thus, GRIT can positively relate to

academic performance (Duckworth et al., 2007;

Jaeger et al., 2010; Ivcevic & Brackett, 2014;

Strayhorn, 2014; De Vera et al., 2015).

H1: GRIT positively effects on academic

performance

2.5 SRL Process and Academic

Performance

Strategies in SLR involves the organizing (agency)

process, goal (purpose) and instrumental perception

of an individual. Agency is the ability of individuals

to initiate and direct an action to achieve the expected

goals. The purpose is the goal that is expected to be

achieved from the execution of every action that can

help achieve the goal. For students, SRL has

positively affected academic performance (Cazan,

2012; Effeneya et al. 2013; Silva et al. 2017).

H2: SRL process positively effects on academic

performance

2.6 Motivational Process SDT and

Academic Performance

Deci and Ryan (1985) and Deci and Ryan (2008)

studies concluded that there is a positive relation

between intrinsic motivation, learning, and

achievement. However, intrinsically motivated

students will persist although they have a difficult

task or condition. SDT explains the variation of

learning strategies and academic performance of

students. Zhou (2015) in his study found that SDT

and factors of individual personality were related to

academic performance positively.

H3: SDT of Motivational positively effects on

academic performance

2.7 SRL Process and GRIT

Studies showed that there is a relationship between

GRIT and SRL in a positive way. A student that has

better SRL (able to set goals, to do self-instruction

and self-reinforcement regularly) can have a better

GRIT. Then this student will plan, monitor and

regulate his own learning (Cazan,2012; Liao et

al.,2012; Effeneya et al. 2013).

H4: SRL process positively effects on GRIT.

2.8 Motivational Process SDT and SRL

Process

Previous studies conclude that there is positively

interrelation between SRL and SDT. Because student

employs strategies which can undermine the

achievement of their academic goals. It means

students SDT has a positive causal relationship with

SRL (Rattan et al. 2012; Abram, 2015; Bergin and

Bergin, 2015).

H5: SDT of Motivational positively effects on SRL

process.

Fig. 1: Research Model.

3 METHODOLOGY

The object of this research is an academic

performance with independent variables of GRIT,

SRL process, SDT of Motivation. The subject of

research is Gen-Z students at Business School, ABC

University. This research is quantitative research

(deductive) that will test the hypotheses, models, and

theories (Sekaran and Bougie, 2016). The sample

type is non-probability based on convenience in the

study.

To get used to the data, pretest (preliminary) and

actual test were conducted. Pretest applied to 70

respondents to ensure the questionnaire is

understandable, valid and reliable. For the actual test,

Grit, Self-Regulated Learning, Self-Determination Theory and Academic Performance of Generation-Z

the sample is 425 students. This number comes from

the population of 1715, who are the active students at

Business School, ABC University. As the population

is known, the sampling technique used in the actual

test is Slovin Formula (based on Slovin formula, it

needs a sample of 324 students).

The questionnaires are measured with 5-point

Likert scale, ranging from points 1 = strongly

disagree, 2 = disagree, 3 = neutral, 4 = agree and

points 5 = strongly agree. Then the questionnaire is

analyzed used Partial Least Square program, which is

one of the Structural Equation Modeling (SEM)-

based statistical methods variants designed to resolve

multiple regressions as they occur specific problems

in the data and multicollinearity, does not require

normally data. In evaluating the model Smart PLS

version, 3.2.4 is done by testing the outer model and

the structural or inner model. Outer model testing

aims to assess the validity and reliability of the model

(Sekaran and Bougie, 2016).

To measure the convergence validity, this

research uses the measurement of Average Variance

Extracted (AVE) score and loading factor. Ghozali

and Latan (2015) explain that to be valid, the AVE

score should be greater than 0.5; and the loading

factor should be more than 0.7. While the

discriminant validity is measured by the value of

cross loading for each variable. To be considered

valid, the score must exceed the value of 0.70.

Reliability was measured by applying the Cronbach’s

alpha test with the point of minimum 0.7 for

coefficient alpha.

The structural model evaluation predicts the

relationship between latent variables (Ghozali and

Latan, 2015). In Smart PLS software, the structural

model is evaluated by using the R-square score for the

dependent variable. Then, the path coefficient or t-

values of each path for inter-variable significance also

tests in the structural model. Ghozali and Latan

(2015) stated that the score shown by T-value, should

be above 1.65 with a significant level of 0.10; value

must exceed 1.96 at a significant level of 0.05 and

should exceed 2.58 on a significant level of 0.01. This

study uses a significant level of 0.05, so the t-value

must be greater than 1.96.

4 FINDINGS AND DISCUSSIONS

4.1 Descriptive Analysis of

Respondents Actual Study

Majority of respondents are female; 20-21 years old;

with GPA 2.5-2.9; not a member of student ‘s

organization; have no experience as lecturer

assistance; have a target to finish the study within 3.5

years. More, the respondents are active students

without other activities, not work at other institution

and have no personal business. Thus they should be

only focusing on their study. Majority of respondents

(52,94%) has a GPA above 3.0.

4.2 Validity and Reliability of

Preliminary Study

All variables are valid, because AVE of GRIT (0.51);

AVE of SRL Process (0.52); AVE of SDT of

Motivation (0.57), and AVE of Academic

Performance (0.53) are all above 0.5. The

measurement of convergent validity in the

preliminary study was tested using the loading factor.

The indicator G5 (I want to get the best GPA in my

batch) with the value of 0.571 was removed from

actual study analysis because it is not valid (< 0.6).

All indicators are reliable if the value of composite

reliability is more than 0.7. The composite reliability

value shows all variables meeting the criteria in

which all values are greater than 0.7. CR for GRIT

(0.80); CR for SRL Process (0.81); CR for

Motivational process SDT (0.84) then CR for

Academic Performance (0.82). All indicators are

reliable since all of them have a value above 0.8.

4.3 Outer Model of Actual Test

Table 1 shows that AVE root-square value is higher

than the correlation value, thus satisfying the

discriminant validity. Then, in performing the actual

research reliability test, will be seen from the value of

composite reliability. This is because the resulting

value of Composite Reliability (CR) is higher than

Cronbach’s alpha. CR for GRIT (0.744); CR for SRL

Process (0.77); CR for SDT of Motivation (0.70) then

CR for Academic Performance (0.74). Indicators

categorized as high reliability if it has value above

0.8. In this study, all variables have moderate

reliability because each indicator has a value above

0.6.

ICIB 2019 - The 2nd International Conference on Inclusive Business in the Changing World

Fig. 2: Model and structural modeling relationships.

Table 1: Fornell Lacker of Actual Study.

GRIT

SRL

Process

SDT of

Motivation

Academic

Performan

GRIT

0.778

SRL Process

0.040

0.774

SDT of

Motivation

0.396

0.024

0.786

Academic

Performance

0.124

0.422

0.068

0.796

4.4 Structural Model (Inner Model) of

Actual Study

The initial step in evaluating the structural model

begins by testing multicollinearity by calculating the

Variance Inflation Factor (VIF) value. A variable can

be said to be multicollinearity if VIF value is greater

than 10 or greater than 5 (Ghozali and Latan, 2015)

Since VIF for GRIT (1.21); VIF for SRL Process

(1.01); VIF for SDT of Motivation (1.22) and VIF for

Academic Performance (1.00) are less than 5, each

variable in this study does not multicollinearity.

The structural model is evaluated by using the

SmartPLS program by considering the value of R-

square, for each endogenous latent variable as the

predictor force of the structural model (Ghozali and

Latan, 2015). In this study, the determination

coefficient or R-Square is 0.18 or 18 %, which means

Academic Performance can be explained by the

construct of GRIT, SRL Process, and SDT of

Motivation, while the remaining 82% is explained by

other constructs such as individual personalities,

curriculum, learning atmospheres, parent or core

family education, activity outside learning activities,

teaching styles of lecturers, previous learning

achievements.

After the R-Square calculation, the model is

evaluated. In this phase, the influence between

variables can be assessed through bootstrapping or

jackknifing procedure. This research uses

bootstrapping procedure because the jackknifing

method is considered less efficient than the bootstrap

method because it ignores confidence intervals. The

indication of a hypothesis is supported or not can be

seen from T-value. In this study, T-value is tested

with a one-tailed test with a significance level of 5%.

The hypothesis is significant if T-value is more than

1.96 or P value is not more than 0.05.

Table 2: Structural Model Results.

Hypo

theses

Path

Standar

dized

Coefficie

T-

Statistic

(|o/STDE

V )

valu

Decisio

GRIT →

Academic

Performan

0.016

0.317

0.37

Not

Suppor

ted

SRL

Process

→Academ

Performan

0.409

8.912

0.00

Suppor

ted

SDT of

Motivatio

n →

Academic

Performan

0.069

1.221

0.11

Not

Suppor

ted

SRL

process

→GRIT

0.159

3.007

0.00

Suppor

ted

SDT of

Motivatio

n → SRL

process

0.427

11.142

0.00

Suppor

ted

4.5 Discussions

Hypothesis 1, which stated that GRIT positively

effects on academic performance is not supported.

Meaning the result cannot supported previous studies

done by Duckworth (2016), Duckworth et al. (2007),

Jaeger et al. (2010), Ivcevic and Brackett (2014),

Strayhorn (2014), and De Vera et al. (2015).

Respondents did not give a hard effort to achieve

good academic performance (GPA), because only

some group of students who are constantly trying to

improve their value up to can finally pass with a better

Grit, Self-Regulated Learning, Self-Determination Theory and Academic Performance of Generation-Z

achievement index when facing difficulties and

failures. Other groups of students responded it

passively and even resigned to face these failures

(Duckworth et al., 2007). There are students who are

willing to retake the same course to increase their

GPA because they think failure effect to permanently

hinder academic success. In this study, GRIT of

college students in very low. However, college

students are still at a labile and immature so that

influential in the resilience to face the challenges that

exist, including in academic achievement.

Hypothesis 2, which stated that the SRL process

positively effects on academic performance is

supported. This study supports previous studies from

Cazan (2012), Effeneya et al. (2013), and Silva

(2014). In this case, respondents have done the

learning process regularly and found the learning

rhythm by themselves. This study shows that a high

level of learning achievement depends on each

individual's efforts, especially in regulated learning

and this is relevant to Azhar et al. (2013).

Hypothesis 3, which stated that Motivational

process SDT positively effects on academic

performance is not supported. This result is contrary

to the studies did by Deci and Ryan (1985) (2008),

and Zhou (2015). Majority respondents stated that

they had not planned their study. They cannot show

persistency, although they have a difficult task or

condition.

Hypothesis 4, which stated that the SRL process

positively effects on GRIT supported. This study

supports previous studies from Crippen & Hartley

(2007), Cazan (2012), Liao et al. (2012), and

Effeneya et al. (2013). Majorities of respondents

stated that he never evaluated his self-learning

process. In this case, respondents with no experience

as lecturer assistance (88,94% of respondents) have

not planned their learning process that affected to his

perseverance, resilience in academic processes. In

line with Duckworth (2007) that states that GRIT

enables one to work hard in the face of challenges,

maintaining business and interest throughout the year

though failure, difficulties or without progress.

Hypothesis 5, which stated that SDT positively

effects on SRL process is not supported. This study

supports previous studies from Rattan et al. (2012),

Abram (2015), Bergin and Bergin (2015). A high

learning motivation influence and shape self-

regulation to learning achievement of college

students. Through self-regulation, college students

will have control in his learning behavior. This SRL

process is also influenced by their family in creating

the values, discipline, and utilization of facilities,

which is relevant to Hastuti (2009).

5 CONCLUSIONS AND FUTURE

RESEARCH

5.1 Managerial Implication

Based on the result of this study, those are some

recommendation for Business School, ABC

University: (1) It is necessary to help the student to be

persistent and passion when facing the learning

challenge. The institution can teach a growth mindset

and GRIT to the students will facilitate long-term

goals and how students achieve them (Hochanadel

and Finamore, 2015). Designing the curriculum with

practice-based and theoretical lessons aimed at the

competency according to the specialization might

help students to have a passion to their study, (2) It is

necessary to maintain positive learning process

through formal and informal learning. Lecturers

should provide regular tasks to stimulate personal

learning. Lecturers should also manage good

interpersonal relationships with students, to motivate

in the management of self-discipline. (3) It is

necessary to seek the student's determination by

motivate them during learning process both in-class

and out -class and then monitoring the result each

semester especially for lower GPA students because

external control can motivate individuals (Deci and

Ryan, 1985). (4) Due to Woolfolk (2008), students

should learn independently. Parents sometimes can

involve in improving SRL process in order to increase

academic performance through role-modeling,

encouraging, facilitating, goal setting, rewarding, and

other processes (Martinez-Pons, 2009). (5)

University should support the process of self-

determination motivation for students through

extrinsic motivation as in the learning process by

considering the reward and punishment.

5.2 Limitation of Study and Future

Research Recommendation

The object of this study is only Business School, ABC

University. Future research suggests enhancing

external validity by using samples from other

universities. Further research is also expected to use

the LISREL-SEM program to be able to estimate

structural models based on strong theoretical studies

to examine the causality relationship between

variables and measure model feasibility and confirm

it in accordance with empirical data. Next research

also needs to add some variables that are not covered

in this research to find out other factors that can affect

the academic performance of college students.

ICIB 2019 - The 2nd International Conference on Inclusive Business in the Changing World

ACKNOWLEDGEMENTS

This research can be conducted through the support

of Universitas Pelita Harapan through research

scheme of Faculty of Economics and Business No.

proposal: 002 / ORP / I / 2018

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APPENDIX

Research Survey Questionnaire

GRIT

I complete all the tasks, both personal and group

tasks.

I am able to overcome various challenges in

completing the tasks.

I am persevering in learning even though there

are many challenges.

My learning interests do not change from time to

time.

I want to be the best among my classmates.

I am able to discipline myself in learning and

completing the tasks.

I feel capable at completing the tasks.

I am able to face various difficulties in learning

and completing the tasks.

Failure did not dampen me.

I interest in new tasks for every few months.

My presence is important for college friends /

student associations.

I understand the purpose of each given task.

SDT of Motivation

I am motivated in studying and completing the

tasks.

I study diligently because I want to get

appreciations from others e.g. appreciations from

parents, friends, boyfriend/girlfriend.

I reduce playing time and hanging out with

friends to study more.

I realize that if I study diligently my academic

achievement will be good.

I have to study because I am a student.

I am a reliable student.

SRL Process

I write down all of the targets to be achieved in

each semester.

I make notes to remember the tasks and

schedules.

If my learning target is not achieved, I try to find

out the cause.

I do care about my GPA score.

I summarize the lecture material with my own

sentence to make it easy to understand.

I try to find other references to add learning

material.

I read lecture notes just before the exam.

I study more when my GPA score dropped.

I keep trying to understand the course even it is

difficult and I don't like the subject.

I am motivated when I get a lot of assignments

from lecturers because I can test my capability.

I feel unsure when working on difficult

assignments or difficult exam questions.

I pay close attention when the lecturer explains

the course.

At the beginning of the semester, I look for the

learning materials and refrained books to be used.

During the exam, I do not try to work on difficult

questions.

When I didn't go to class, I ask a friend about the

material and assignments given by the lecturer

I ask the lecturer if there were any material that

was not yet understood

When I have difficulty working on a task, I will

cheat on a friend's tasks.

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