Grit, Growth mindset, and Academic Self-efficacy in relation to Academic Performance among Nursing Undergraduates at a Defence University, Sri Lanka

Abstract

Introduction: Non-cognitive traits such as grit, growth mindset, and academic self-efficacy are increasingly recognised as determinants of persistence and achievement in higher education. Despite their relevance to motivation and self-regulation, empirical evidence within Sri Lankan nursing education remains limited. This study examined interrelationships among these constructs and their associations with academic performance.

Methodology: A descriptive cross-sectional study was conducted among BSc nursing undergraduates at the General Sir John Kotelawala Defence University using total population sampling. Grit, growth mindset, and academic self-efficacy were measured using validated instruments: the 12-item Grit Scale, 3-item Growth Mindset Scale, and 40-item Academic Self-Efficacy Scale. Socio-demographic data were collected using a pre-tested questionnaire, and academic performance was assessed using the last semester Grade Point Average (SGPA). Data were analysed using descriptive statistics and Pearson’s correlation coefficients in SPSS version 26.0, with significance of p < 0.05.

Results: Of the 375 eligible nursing undergraduates, 326 participated (response rate: 86.9%); participants were predominantly female across all academic years. Mean (±SD) scores were 3.23 ± 0.38 for grit, 3.26 ± 1.03 for growth mindset, and 104.86 ± 16.44 for academic self-efficacy. Grit correlated positively with growth mindset (r = 0.428, p < 0.001) and SGPA (r = 0.152, p = 0.024). Growth mindset was not significantly associated with SGPA (r = 0.063, p = 0.353). Academic self-efficacy correlated negatively with grit (r = −0.510, p < 0.001), growth mindset (r = −0.378, p < 0.001), and SGPA (r = −0.292, p < 0.001).

Conclusion: Grit showed a small yet statistically significant positive association with academic performance, whereas growth mindset showed no direct relationship. The inverse associations between academic self-efficacy, SGPA, and the other non-cognitive traits suggest contextual or educational influences. Integrating motivational and self-reflective strategies into nursing curricula may strengthen students’ resilience and academic engagement.