Abstract
Grit and mindset have gained prominence in educational discourse; however, empirical evidence suggests they predict student success only minimally. Existing research on grit and mindset has several gaps, including insufficient focus on retention, online learners, and nontraditional student populations. The present study examines the relationships between grit, mindset, and academic outcomes among two samples of nontraditional students enrolled in online colleges. Utilizing survey data from the Diagnostic Assessment and Achievement of College Skills (DAACS) project, the study analyzes responses from 9,276 predominantly nontraditional undergraduate students at two online institutions in the United States. Findings reveal that although grit, its two subcomponents, and mindset are significantly correlated, none demonstrate a significant positive association with academic outcomes, including success rate and retention. Linear and logistic regression analyses further indicate that these variables do not significantly predict academic outcomes after accounting for demographic and academic background factors, except for a negligible effect on retention at one institution. The study discusses potential explanations, limitations, and the broader significance of these results.
Recommended Citation
Franklin, David W.; Andrade, Heidi L.; Bryer, Jason; and Lui, Angela M.
(2026)
"Grit, Mindset, and Academic Outcomes Among Nontraditional Online College Students,"
Journal of Research Initiatives: Vol. 9:
Iss.
3, Article 8.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol9/iss3/8
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