Journal of Research in Educational Systems
Scientific Journal

Explaining Academic Well-Being Based on Grit: The Mediating Role of Character Strengths among University Students

Document Type : Original Article

Authors

Moslem Daneshpayeh 1
Delsa Naderi 2
Farahnaz Ghaemi 3
Fatemeh Shahsavari 4
Zohreh Dortaj 5

1 Department of Educational Psychology, Faculty of Psychology, Allameh Tabataba’i University, Tehran, Iran

2 Department of Psychology, Faculty of Iranian–Islamic Lifestyle, Islamic Revolution Comprehensive University, Tehran, Iran.

3 Department of Microbiology ,Kerman Branch,Islamic Azad University, Kerman,Ira

4 MSc of Counseling and Guidance, Faculty of Psychology and Educational Sciences, Islamic Azad University, Ahvaz, Iran. E

5 MD, Tehran, Iran.

https://doi.org/10.22034/jiera.2026.572820.3445
Abstract
Objective: “This study aimed to explain academic well-being based on perseverance with the mediating role of character strengths among university students.”
Method: The research was applied in purpose and descriptive–correlational in nature, using structural equation modeling. The statistical population consisted of students in Tehran in 2025, and 408 participants were selected through convenience sampling. Standardized questionnaires assessing perseverance, character strengths, and academic well-being were used as measurement instruments and were distributed online. Data analysis was performed using SPSS version 26 and AMOS version 24. Skewness and kurtosis indices confirmed the normal distribution of data, and the correlation matrix served as the basis for testing the structural model.
Results: The findings indicated that perseverance had a significant direct effect on academic well-being, and character strengths significantly mediated the relationship between perseverance and academic well-being.
Conclusions: These results suggest that strengthening character-related attributes can enhance the connection between perseverance and students’ academic well-being.

Keywords

Academic well-being
Grit
Character Strengths
Students
Subjects
خسروجردی، ز.، حیدری، م.، قنبری، س.، و پاکدامن، ش. (1399). بررسی ویژگی‏های روانسنجی سیاهه ارزش‏ها در عمل از مقیاس توانمندی‏های نوجوانان. فصلنامة روانشناسی کاربردی، 14(3 پیاپی 55)، 223-243. https://doi.org/10.52547/apsy.2021.216210.0
سهرابی، ظ.، طاهرزاده قهفرخی، س.، حاتم پور، ا.، میروقشلاق، ف.، و محمدپور، م. (1400). رابطه اضطراب کرونا و بهزیستی تحصیلی با میانجیگری امید تحصیلی در دانش ‏آموزان. پژوهش در نظام ‏های آموزشی, 15(55), 165-177. https://dorl.net/dor/20.1001.1.23831324.1400.15.55.20.8
شاهنگیان، ش.، پاست، ن.، میبدی، ر.، و پیامبری، م. ( 2 بهمن 1393). تأثیر روان ‏درمانی مثبت ‏نگر بر علائم افسردگی و توانمندی ‏های منش در بیماران مبتلا به سرطان. دومین کنفرانس ملی روان ‏شناسی و علوم رفتاری، تهران. https://civilica.com/doc/349189/
طاهری، ا.، نعامی، ع.، امیر فخرایی، آ.، و آتش افروز، ع. (1399). اثر توانمندی منش بر اشتیاق و بهزیستی تحصیلی با میانجیگری استفاده از توانمندی های منش. پژوهش در نظام ‏های آموزشی, 14(50), 79-96. https://dor.isc.ac/dor/20.1001.1.23831324.1399.14.50.5.6
قدم پور، ع.، حیدریانی، ل.، برزگربفرویی، م.، و دهقان منشادی، م. (1397). بررسی نقش امید تحصیلی و حمایت عاطفی ادراک شده در پیش بینی بهزیستی تحصیلی دانشجویان علوم پزشکی. پژوهش در آموزش علوم پزشکی، 10(3 )، 47-57.   https://sid.ir/paper/397853/fa
 
Anderson, A. M., Or, J., & Maguire, K. R. (2024). The relationships between strengths-based teaching practices and students’ general, strengths, and academic self-efficacy. Discover Psychology, 4, Article 63. https://doi.org/10.1007/s44202-024-00171-0
Árbol, J. R., Ruiz-Osta, A., & Montoro Aguilar, C. I. (2022). Personality traits, cognitive styles, coping strategies, and psychological impact of the COVID-19 pandemic lockdown on healthy youngsters. Behavioral Sciences, 12(1), 5. https://doi.org/10.3390/bs12010005
Arslan, G., & Allen, K. A. (2021). School victimization, school belongingness, psychological well-being, and emotional problems in adolescents. Child Indicators Research, 4, 1-17. https://link.springer.com/article/10.1007/s12187-021-09813-4
Baum, J. R., Frese, M., & Baron, R. A. (2019). Born to be an entrepreneur: Revisiting the personality approach to entrepreneurship. In J. R. Baum, M. Frese, & R. A. Baron (Eds.), The psychology of entrepreneurship (pp. 41–65). Lawrence Erlbaum Associates Publishers. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.researchgate.net/publication/270820381_Born_to_Be_an_Entrepreneur_Revisiting_the_Personality_Approach_to_Entrepreneurship&ved=2ahUKEwiepb7MlZCUAxXPh_0HHfOoPKcQFnoECBoQAQ&usg=AOvVaw0o1KJqo_CCKc3EYj9z1xaF
Bleidorn, W., Schwaba, T., Zheng, A., Hopwood, C. J., Sosa, S. S., Roberts, B. W., & Briley, D. A. (2022). Personality stability and change: A meta-analysis of longitudinal studies. Psychological Bulletin. Advance online publication. https://doi.org/10.1037/bul0000365
Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., Bohlmeijer, E. (2013). Positive psychology interventions: A meta-analysis of randomized controlled studies. BMC Public Health, 8, 13-119. https://doi.org/10.1186/1471-2458-13-119.
Buerger, S., Holzer, J., Yanagida, T., Schober, B., & Spiel, C. (2023). Measuring adolescents’ well-being in schools: The adaptation and translation of the EPOCH measure of adolescent well-being—A validation study. School Mental Health, 1(1), 1–16. https://doi.org/10.1007/s12310-023-09574-1
Calo, M., Judd, B., Chipchase, L., Blackstock, F., & Peiris, C. L. (2022). Grit, resilience, mindset, and academic success in physical therapist students: A cross-sectional, multicenter study. Physical Therapy, 102(6), pzac038. https://doi.org/10.1093/ptj/pzac038
Chávez-Castillo, Y., Zapata-Lamana, R., Cigarroa, I., & [Other authors as listed]. (2023). Mental health, subjective well-being, and academic performance in Chilean schoolchildren who are part and are not part of the school inclusion program. Education Sciences, 13(10), 1065. https://doi.org/10.3390/educsci13101065
Choudhury, S. A., & Borooah, I. P. (2017). Character strengths and academic achievements of undergraduate college students of Guwahati, Assam. Space and Culture, India, 5(1), 49–64. https://doi.org/10.20896/saci.v5i1.242
Datu, J. A. D., Beonkonsjo, C., Chek, S., Choi, R., & Su, Y. (2023). Grit, academic engagement in math and science, and well-being outcomes in children during the COVID-19 pandemic: A study in Hong Kong and Macau. Asia-Pacific Education Researcher. https://repository.eduhk.hk/en/publications/grit-academic-engagement-in-math-and-science-and-well-being-outco
Datu, J. A. D., Yuen, M., & Chen, G. (2018). Exploring determination for long-term goals in a collectivist context: a qualitative study. Curr. Psychol. 37, 263–271. https://doi.org/10.1007/s12144-016-9509-0
Davis, S. K., & Hadwin, A. F. (2021). Exploring differences in psychological well-being and self-regulated learning in university student success. Frontline Learning Research, 9(1). https://doi.org/10.14786/flr.v9i1.581
de la Fuente, J., Urien, B., Luis, E. O., González Torres, M. C., Artuch Garde, R., & Balaguer, Á. (2022). The proactive reactive resilience as a mediational variable between the character strength and the flourishing in undergraduate students. Frontiers in Psychology, 13, Article 856558. https://doi.org/10.3389/fpsyg.2022.856558
DiNapoli, J. (2018). Supporting secondary students' perseverance for solving challenging mathematics tasks. ProQuest Dissertations & Theses Global. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://udspace.udel.edu/items/de6d9824-3a92-4294-ba34-f86f6e9290ae&ved=2ahUKEwiQj4qulZCUAxV2g_0HHRlZH04QFnoECBoQAQ&usg=AOvVaw0Z_o1hsGlklOUl4eD6u_6a
Disabato, D. J., Goodman, F. R., & Kashdan, T. B. (2018). Is grit relevant to well-being and strengths? Evidence across the globe for separating perseverance of effort and consistency of interests. Journal of Personality, 86(2), 216–232. https://doi.org/10.1111/jopy.12382
Duan, W., Bu, H., Zhao, J., & Guo, X. (2019). Examining the mediating roles of strengths knowledge and strengths use in a 1-year single session character strength based cognitive intervention. Journal of Happiness Studies, 20(6), 1673–1688. https://doi.org/10.1007/s10902-018-0014-z
Duckworth, A. L., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23, 319–325. https://doi.org/10.1177/0963721414541462
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (GRIT–S). Journal of Personality Assessment, 91, 166–174. https://doi.org/10.1080/00223890802634290
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
Duckworth, A. (2016). Grit: The Power ofPassionandPerseverance. NewYork, NY: Simon and Schuster. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.researchgate.net/publication/349647877_GRIT_The_Power_of_Passion_and_Perseverance&ved=2ahUKEwje-MeBlZCUAxWdhP0HHbsmLLIQFnoECBkQAQ&usg=AOvVaw01hXh4GQq7do528KCb_5A2 
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1–53. https://doi.org/10.1016/B978-0-12-407236-7.00001-2
García-Álvarez, D., Cobo-Rendón, R., & Lobos, K. (2024). Character strengths as predictors of general and academic self-efficacy in university students. Frontiers in Psychology, 15, Article 1490095. https://doi.org/10.3389/fpsyg.2024.1490095
Ghadampour, E., Heidaryani, L., Barzegar-Bafroui, M., & Dehghan-Menshadi, M. (2018). The role of academic hope and perceived emotional support in predicting academic welfare. Research in Medical Education, 10(3), 47–57. https://sid.ir/paper/397853/fa (in Persian)
Glass, A. L., & Kang, M. (2019). Dividing attention in the classroom reduces exam performance. Educational Psychology, 39(3), 395–408. https://doi.org/10.1080/01443410.2018.1489046
Godfrey, E. B., Burson, E. L., Yanisch, T. M., Hughes, D., & Way, N. (2019). A bitter pill to swallow? Patterns of critical consciousness and socioemotional and academic well-being in early adolescence. Developmental Psychology, 55(3), 525–537. https://doi.org/10.1037/dev0000558
Green, Z. A., & Karuppannan, G. (2025). A measure for assessing academic virtues and strengths in the university setting: Construction and initial examination of structure and correlates. Journal of Individual Differences, 46(2), 123–137. https://doi.org/10.1177/00332941251317676
Griffiths, K. (2017). Never give up…: Perceptions of perseverance and its impact on the life and academic success of nine university students (Master’s thesis, Federation University Australia). Federation University Australia. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://core.ac.uk/download/pdf/213002176.pdf&ved=2ahUKEwjnj8LSlJCUAxUXhv0HHcFlC4wQFnoECBkQAQ&usg=AOvVaw1Re2I2XqeRNI36fbCf0Y7g
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis (7th ed.). Pearson. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://scholar.google.com/scholar%3Fq%3DHair,%2BJ.%2BF.,%2BBlack,%2BW.%2BC.,%2BBabin,%2BB.%2BJ.,%2B%2526%2BAnderson,%2BR.%2BE.%2B(2010).%2BMultivariate%2BData%2BAnalysis%2B(7th%2Bed.).%2BPearson.%26hl%3Den%26as_sdt%3D0%26as_vis%3D1%26oi%3Dscholart&ved=2ahUKEwiPpq6VlJCUAxXXg_0HHRpNDJ8QgQN6BAgJEAE&usg=AOvVaw3WSt-GjRFA_Vi53cF2HAN0
Han, K. (2021). Students’ well-being: The mediating roles of grit and school connectedness. Frontiers in Psychology, 12, 787861. https://doi.org/10.3389/fpsyg.2021.787861
Katsarou, E., & Chatzipanagiotou, P. (2025). Examining the association of personality traits and grit on Greek students’ wellbeing in higher education. Education Sciences, 15(1), 57. https://doi.org/10.3390/educsci15010057
 khosrojerdi, Z. Heidari, M. Ghanbari, S & Pakdaman, Sh. (2020). The psychometric characteristics of values in Action Inventory of Strengths for youth. Quarterly of Applied Psychology, 14(3), 223-243. https://doi.org/10.52547/apsy.2021.216210.0  (in Persian)
Korhonen, J. (2016). Learning difficulties, academic well-being and educational pathways among adolescent students (Doctoral dissertation, Åbo Akademi University). Åbo Akademi University. https://urn.fi/URN:ISBN:978-952-12-3464-4
Lee, J. S. (2020). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 43(5), 452–468. https://doi.org/10.1080/01434632.2020.1746319
Li, K., Wang, H., Siu, O.-L., & Yu, H. (2024). How and when resilience can boost student academic performance: A weekly diary study on the roles of self-regulation behaviors, grit, and social support. Journal of Happiness Studies, 25, 36. https://doi.org/10.1007/s10902-024-00749-4
Linley, P. A., & Harrington, S. (2006). Playing to your strengths. The Psychologist, 19, 86–89. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.scirp.org/reference/referencespapers%3Freferenceid%3D2516227&ved=2ahUKEwjm9_HMi5CUAxUrVfEDHbw8DXsQFnoECAwQAQ&usg=AOvVaw1twRgGqGJeM2g_dEAe1M_J
Lomas, T. (2020). Towards a cross-cultural lexical map of wellbeing. The Journal of Positive Psychology, 15(5), 622–639. https://doi.org/10.1080/17439760.2020.1791944
Malau Aduli, B. S., Adu, M. D., Alele, F., Jones, K., Drovandi, A., Mylrea, M., Sfera, K., Ross, S., & Jennings, E. (2021). Adjusting to university: Perceptions of first year health professions students. PLoS ONE, 16(5), e0251634. https://doi.org/10.1371/journal.pone.0251634
McCain, B. (2017). Effects of teacher grit on student grit and reading achievement: A mixed-methods study (Doctoral dissertation, Indiana University of Pennsylvania, Indiana, PA, United States). Indiana University of Pennsylvania. https://www.proquest.com/openview/2a76a28e268b20563d812f3b51c0b250/1?pq-origsite=gscholar&cbl=18750# 
McGrath, R. E., & Walker, D. I. (2016). Factor structure and invariance testing of the VIA Inventory of Strengths–Revised (VIA-IS-R). Assessment, 23(5), 590–606. https://doi.org/10.1177/1073191115595714
Mishra, S., & Nargundkar, R. (2015). An analysis of intensive mode pedagogy in management education in India. International Journal of Educational Management, 29(4), 408–419. https://doi.org/10.1108/IJEM-04-2014-0050
Niemiec, R. M. (2020). Six functions of character strengths for thriving at times of adversity and opportunity: A theoretical perspective. Applied Research in Quality of Life, 15(2), 551–572. https://doi.org/10.1007/s11482-018-9692-2
Obeng, P., Srem Sai, M., Arthur, F., Salifu, I., Amoadu, M., Agormedah, E. K., Hagan, J. E., & Schack, T. (2025). Students’ academic resilience and well-being in Ghana: The mediating effects of grit and motivation. Discover Education, 4, 132. https://doi.org/10.1007/s44217-025-00537-z
Okur, S., Ekşi, H., Demirci, İ., & Ekşi, F. (2025). Academic encouragement and academic wellbeing: Mediating roles of grit and hope. Psychological Reports, 128(4), 2577–2603. https://doi.org/10.1177/00332941231181302
Park, N., Peterson, C., & Seligman, M. P. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23, 603–619. https://doi.org/10.1521/jscp.23.5.603.50748
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press. https://psycnet.apa.org/buy/2006-21079-029
Putwain, D. W., Gallard, D., & Beaumont, J. (2019). A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability. School Psychology International, 40(1), 49-65.  https://doi.org/10.1177/0143034318806546   
Rhein, D., & Nanni, A. (2022). Assessing mental health among Thai university students: A cross-sectional study. SAGE Open, 12(4), 1–14. https://doi.org/10.1177/21582440221129248
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
Seligman, M. E. (2011). Flourish: A visionary new understanding of happiness and well-being. Simon and Schuster. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Seligman%2C+M.+E.+%282011%29.+Flourish%3A+A+visionary+new+understanding+of+happiness+and+well-being.+Simon+and+Schuster.+Flourish%3A+A+visionary+new+understanding+of+happiness+and+well-being+&btnG=#:~:text=books%2Egoogle%2Ecom 
Shafi, A., Middleton, T., Millican, R., & Empleton, S. (2017). Developing academic buoyancy and resilience through the assessment feedback process. Liverpool Hope University. https://eprints.glos.ac.uk/id/eprint/7033
Shahangian, Sh. Past, N. Meybodi, R & Paambari, M. (2015 January 22). The effect of positive psychotherapy on depressive symptoms and character strengths in patients with cancer. Second National Conference of Psychology and Behavioral Sciences, Tehran. https://civilica.com/doc/349189/ (in Persian)
Shek, D. T., & Chai, W. (2020). The impact of positive youth development attributes and life satisfaction on academic well-being: A longitudinal mediation study. Frontiers in Psychology, 11, e2126. https://doi.org/10.3389/fpsyg.2020.02126
Sohrabi, Z., Taherzadeh Ghahfarkhi, S., Hatempour, A., Miroghshlaq, F., and Mohammadpour, M. (2017). The relationship between coronavirus anxiety and academic well-being with the mediation of academic hope in students. Research in Educational Systems, 15(55), 165-177. https://dorl.net/dor/20.1001.1.23831324.1400.15.55.20.8 (in Persian)
Steinmayr, R., Heyder, A., Naumburg, C., Michels, J., & Wirthwein, L. (2018). School-related and individual predictors of subjective well-being and academic achievement. Frontiers in Psychology, 9, 2631. https://doi.org/10.3389/fpsyg.2018.02631
Taheri, A., Naami, A., Amir Fakhrai, A., and Atash Afrooz, A. (2019). The effect of character strengths on academic enthusiasm and well-being through the mediation of character strengths. Research in Educational Systems, 14(50), 79-96. https://dor.isc.ac/dor/20.1001.1.23831324.1399.14.50.5.6 (in Persian)
Tang, X., Wang, M.-T., Guo, J., & Salmela-Aro, K. (2019). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of Youth and Adolescence, 48(6), 850–863. https://doi.org/10.1007/s10964-019-00998-0
Thaler, L. K., & Koval, R. (2015). Grit to great: How perseverance, passion, and pluck take you from ordinary to extraordinary. Crown Currency. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://archive.org/details/grittogreathowpe0000kapl&ved=2ahUKEwir-eOZk5CUAxUkhf0HHVlYAKYQFnoECBsQAQ&usg=AOvVaw3VLPxB36lwyZYc4BPn39TU
Uusiautti, S., Hyvärinen, S., Kangastie, H., Kari, S., Löf, J., Naakka, M., Rautio, K., & Riponiemi, N. (2022). Character strengths in higher education: Introducing a strengths-based future guidance (SBFG) model based on an educational design research in two Northern Finnish universities. Journal of Psychological and Educational Research (JPER), 30(2), 33–52. https://doi.org/10.23963/jper.2022.30.2.03
Von Culin, K. R., Tsukayama, E., & Duckworth, A. L. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. The Journal of Positive Psychology, 9(4), 306–312. https://doi.org/10.1080/17439760.2014.898320
Wagner, L., Holenstein, M., Wepf, H., & Ruch, W. (2020). Character strengths are related to students’ achievement, flow experiences, and enjoyment in teacher-centered learning, individual, and group work beyond cognitive ability. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.01324
Weber, M., & Harzer, C. (2022). Relations between character strengths, school satisfaction, enjoyment of learning, academic self-efficacy, and school achievement: An examination of various aspects of positive schooling. Frontiers in Psychology, 13, Article 826960. https://doi.org/10.3389/fpsyg.2022.826960
Yaure, R. G., Murowchick, E., Schwab, J. E., & Jacobson McConnell, L. (2021). How grit and resilience predict successful academic performance. Journal of Access, Retention, and Inclusion in Higher Education 3 (1), 6. https://digitalcommons.wcupa.edu/jarihe/vol3/iss1/6/
Yu, J., & McLellan, R. (2020). Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems. Contemporary Educational Psychology, 62, 101901. https://doi.org/10.1016/j.cedpsych.2020.101901
Zhai, C., Chai, X., Shrestha, S., & Zhong, N. (2023). Grit and career construction among Chinese high school students: The serial mediating effect of hope and career adaptability. Sustainability, 15(4), 3608. https://doi.org/10.3390/su15043608
Zhao, X., & Wang, D. (2023). Grit in second language acquisition: A systematic review from 2017 to 2022. Frontiers in Psychology, 14, 1238788. https://doi.org/10.3389/fpsyg.2023.1238788
Journal of Research in Educational Systems
Volume 20, Issue 72
March 2026
Pages 45-61

Home

Editorial Boards

Submit Manuscript

Contact Us