The International Journal of Indian Psychology

ISSN 2348-5396 (Online) | ISSN: 2349-3429 (Print)

Volume 9, Issue 1, January- March, 2021
DIP: 18.01.054/20210901, DOI: 10.25215/0901.054
http://www.ijip.in
Research Paper

A comparative and correlational study of self-efficacy, grit,

achievement motivation and gender differences on performance

Moksha C. Shah1*

ABSTRACT
Psychological factors such as self-efficacy, grit, and achievement motivation have been
heralded as powerful predictors of performance. Their joint contribution to the prediction of
success has not been fully investigated, however. The purpose of this study was to examine
students’ (N=156) self-efficacy, grit (assessed as the perseverance of effort), and achievement
motivation, and their relationship with gender. Correlation analysis was conducted between
self-efficacy, grit, and achievement motivation, and the results were found to be positively
correlated with each other. There was a marked significant correlation between self-efficacy,
grit, and achievement motivation but when it was compared with gender self-efficacy and
grit, grit, and achievement motivation had significant differences but self-efficacy and
achievement motivation did not. The findings of the present study can find implications and
help in the field of positive psychology. Counselling students and helping them to increase
their self-efficacy and grit through various intervention programs. Screening of an
individual's belief in himself and having the grit to achieve success in life can also be greatly
influenced as the findings say.

Keywords: Self-Efficacy, Grit, Achievement Motivation, Powerful Predictors

A
lbert Bandura originally proposed the concept, a private judgment of "how well one
can execute courses of action required coping with prospective situations". A
personality's belief in his or her capacity to execute behaviours necessary to supply
execution attainments (Bandura, 1977, 1986, 1997). It reflects confidence with the ability to
exert control over one's own motivation, actions, and social environment. An individual’s
self-efficacy can have a tremendous effect on grit which in turn will affect an individual’s
achievement and achievement motivation. If a person truly believes in his or her capacity
then the person will work towards a goal with efforts and focus. In accordance with this,
measuring self-efficacy in an individual can help us understand an individual’s grit and also
use different interventions to increase self-efficacy and grit to improve an individual's
achievement in life. Self-efficacy, or your belief in your own capacities to manage different
circumstances, can play a role in not only how you feel about your own self, however,
whether you effectively accomplish your objectives throughout everyday life.

1
BA Hons. Psychology, MIT-WPU, Pune, Maharashtra, India
*Responding Author
Received: December 29, 2020; Revision Received: February 20, 2021; Accepted: March 10, 2021
© 2021, Shah M.C.; licensee IJIP. This is an Open Access Research distributed under the terms of the Creative
Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use,
distribution, and reproduction in any Medium, provided the original work is properly cited.
 A comparative and correlational study of self-efficacy, grit, achievement motivation and gender
differences on performance

Bandura's original 1977 paper, "Self-Efficacy: Toward a Unifying Theory of Behavioural

Change," has gotten one of the most considered points in brain research. Why has self-
adequacy become such a significant point among clinicians and teachers? As Bandura and
different analysts have illustrated, self-efficacy can affect everything from mental states to
conduct to inspiration. Self-efficacy additionally figures out what objectives we decide to
seek after, how we approach achieving those objectives, and how we think about our own
performance. Moreover, some other studies which hold value to the current research are
'Perceived Self-efficacy in Cognitive Development and Functioning' by Albert Bandura
Published on 08 Jun 2010 talks about the assorted manners by which saw self-efficacy adds
to intellectual improvement and working. This study holds value to the current research
because it talks about improving self-efficacy to cognitively function well. Bandura, A.
(1989) in his article 'Regulation of cognitive processes through perceived self-efficacy.' Self-
beliefs of efficacy can improve or debilitate execution through their impacts on
psychological, full of feeling, or inspirational mediating forms. This study holds value to the
current research because it talks about memory abilities and includes regulation of cognitive
processes through perceived self-efficacy.

Angela Duckworth is the world's leading expert on "grit," the much-advertised fixing in
close to personal achievement. As Duckworth characterizes it, grit is enthusiasm and
supported diligence applied toward long term accomplishment, with no specific worry for
rewards or recognition along the way. It joins flexibility, desire, and restraint in the quest for
objectives that take months, years, or even decades. Grit is the capacity to continue
something you feel enthusiastic about and endure when you face snags. This sort of
enthusiasm isn't about extreme feelings or fascination. It's tied in with having bearing and
responsibility. At the point when you have this sort of energy, you can remain focused on an
assignment that might be troublesome or exhausting. Grit is significant in light of the fact
that it is a driver of accomplishment and achievement, autonomous of and past what ability
and insight contribute. Being normally keen and gifted are incredible, however, to really
progress admirably and flourish, we need the capacity to continue on. Without grit, the
ability might be just neglected potential. It is just with hard work that the ability turns into
expertise that prompts achievement (Duckworth 2016).

Moreover, some other studies which hold value to the current research are the Role of Self-
control and Grit in Domains of School Success in Students of Primary and Secondary
School Xavier Oriol1, Rafael Miranda, Juan C. Oyanede and Javier Torres. Discretion and
grit have gotten two of the most significant factors that clarify achievement in various parts
of individuals' day by day life (Duckworth and Gross, 2014). Discretion advances postponed
satisfaction and legitimately impacts musings, feelings, and driving forces. This study holds
value to current research because it focuses on discretion and grit and also mentions that
achievement can be a part of our day to day life and not just in academics. The article
'Investigating grit and its relations with college students’ self-regulated learning (SRL) and
academic achievement.' by Christopher A. Wolters & Maryam Hussain says one part of grit,
the steadiness of effort, was a reliable and versatile indicator for all markers of SRL
including esteem, self-efficacy, cognitive, metacognitive, and motivational, time and study
condition, the board techniques, and procrastination. The second part of grit, consistency of
interest, was connected uniquely with the last two aspects of SRL. This study holds value to
current research because it mentions self-learning as a factor that can affect grit and
achievement motivation.

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 543
 A comparative and correlational study of self-efficacy, grit, achievement motivation and gender
differences on performance

Achievement motivation is the requirement for greatness and critical achievement,

notwithstanding what prizes might be offered after the accomplishment has been met.
Atkinson and his partners shaped the idea that achievement motivation comes from two
separate needs. One is the motivation to accomplish and is identified with one's longing to
achieve fruitful objectives and the other is the thought process to maintain a strategic
distance from disappointment. A few people might be reluctant to assume the duties of
achieving objectives or utilize them in exercises since they are hesitant to come up short.
The intention to stay away from disappointment incorporates stresses over the results of
falling flat, self-analysis, and redirection of consideration quickened pulse or apprehension,
which would all be able to prompt terrible showing.

In contrast, the individuals who want to accomplish fruitful objectives are increasingly
inspired to persevere at objectives they realize they can achieve.

Achievement motivation has been conceptualized from various perspectives.

Accomplishment objectives are seen as increasingly strong psychological portrayals guiding
people to a particular end. There are three sorts of these accomplishment objectives: a
performance-approach goal, a performance-avoidance goal, and a mastery goal. An
exhibition approach objective is centred on accomplishing ability comparative with others, a
presentation shirking objective is centred on staying away from inadequacy comparative
with others, and a dominance objective is centred on the improvement of the skill itself and
of errand authority. Accomplishment thought processes can be viewed as immediate
indicators of accomplishment in significant conditions. Along these lines, accomplishment
thought processes are said to have a backhanded or distal impact, and accomplishment
objectives are said to affect accomplishment important results (Elliot and McGregor, 1999).

These thought processes and objectives are seen as cooperating to direct accomplishment
conduct. The hierarchical model presents accomplishment objectives as indicators for
execution results. The model is by and large additionally conceptualized to incorporate more
ways to deal with accomplishment inspiration. One shortcoming of the model is that it
doesn't give a record of the procedures liable for the connection between accomplishment
objectives and execution. As this model is upgraded, it turns out to be increasingly valuable
in foreseeing the results of accomplishment-based practices (Elliot and McGregor, 1999).

Moreover, some other studies that hold value to the current research are 'What Role Does
Grit Play in the Academic Success of Black Male Collegians at Predominantly White
Institutions?' by Terrell L. Strayhorn tests the significance of non-cognitive characteristics
such as grit, to anticipating grades for an example of Black guys going to a predominantly
White organization. This study holds value to current research because it tries to know how
grit and academic success of black males at the white institutions are affected. 'Grit as a
mediator of the relationship between motivation and academic achievement' by Maria
Reraki analyzed the connection between coarseness, scholarly inspiration, and academic
achievement. The second point of the exploration is to examine the middle person's job of
grit on the connection between scholarly inspiration and scholastic accomplishment. This
study holds value to current research because it talks about being motivated in the first place
is important and then grit comes into the picture and both these elements together can help
you to achieve success.

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 544
 A comparative and correlational study of self-efficacy, grit, achievement motivation and gender
differences on performance

METHODOLOGY
Significance and rationale
There are various elements answerable for achieving success, for example, cognitive
development, mastery, curriculum experience, physical deficits, mindsets, grit, self-
adequacy, orientation, learning, life fulfillment, objectives, parental styles, procrastination.
This exploration particularly focuses on the impact of self-efficacy on grit and achievement
motivation.

This is correlational descriptive research that attempts to look at whether simply the capacity
of a person to believe in their abilities can really bring about persistent effort and subsequent
achievement. Achieving something in life is one of the objectives of each person. To
accomplish anything an individual needs to invest effort. On the off chance that the
individual accepts that he/she has the capacity and furthermore has steady enthusiasm to
make something at that point progress will be seen. At the point when an individual has the
ability and applies effort to it skill is accomplished and when expertise is again duplicated
with effort accomplishment is seen. This examination is significant in light of the fact that
grit is a driver of achievement, independent of and beyond what talent and intelligence
contribute. Being normally keen and gifted are incredible, yet to really progress nicely and
flourish, we need the capacity to drive forward and have confidence in ourselves. Without
grit, the ability might be just neglected potential. It is just with exertion that ability turns into
an aptitude that prompts achievement. The population for this exploration is the age group of
17 to 22 years of age understudies. These discoveries can be valuable in various everyday
issues (self-improvement, love life, wellbeing, vocation, riches) in such a case that an
individual has faith in his/her abilities and has reliable enthusiasm to accomplish something
then the individual will be propelled to succeed.

Objectives
The study aimed at fulfilling the following objectives.
• To examine correlation between self-efficacy and grit.
• To examine correlation between grit and achievement motivation.
• To examine correlation between self-efficacy and achievement motivation.
• To check if gender affects self-efficacy, grit and achievement motivation.

Hypothesis
• There is a significant correlation between self-efficacy and grit.
• There is a significant correlation between grit and achievement motivation.
• There is a significant correlation between self-efficacy and achievement motivation.
• There is no significant difference in self- efficacy between males and females.
• There is no significant difference in grit between males and females.
• There is no significant difference in achievement motivation between males and
females.

Variables
Independent variable
For correlational study – Self-efficacy, grit, achievement motivation.
For comparative study – Gender

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 545
 A comparative and correlational study of self-efficacy, grit, achievement motivation and gender
differences on performance

Dependent variables
For correlational study – performance
For comparative study – Self-efficacy, grit, achievement motivation and performance.

Sample Characteristics
It consists of 156 student participants ranging from 17 to 24 years of age out of which 65
were males and 91 females. The students participated by filling up the self-efficacy, grit and
achievement motivation standardized scales. Sample selection processes will be simple
random sampling.

Tool descriptions
• Self-efficacy: An 8 item self-efficacy scale was used by Peter Lehmann and
Catherine A. Simmons, Gilad Chen, Stanley M. Gully, and Dov Eden,
Organizational Research Methodology, 4(1), 79. Copyright © 2001 by SAGE
Publications. It is a 5 point Likert scale.
• Achievement motivation questionnaire (John Jay Ray, 1980): A 14 item short
form of the Ray Achievement Motivation scale was used. It has been tested and
shows the reliability of over .70 when applied to English speakers. It is a 14 item
questionnaire that can be answered by yes no and maybe.
• The Short Grit Scale (Duckworth, Peterson, Matthews, & Kelly, 2007): The
Short Grit Scale maintains the structure of the original Grit Scale (Duckworth,
Peterson, Matthews, & Kelly, 2007) and enhances its psychometric properties. It is a
12 item questionnaire with a 5 point Likert scale.

RESULTS
The results for the present research have been given below. The independent variables have
been correlated with dependent variables as listed in the table given below. The correlation
between the groups with respect to the dependent variables has been given as follows. Also,
a comparative analysis between two genders males and females was conducted and the
results have been shown below.

Age 17 - 24 years old students

Nature of the study Comparative and correlational study

Correlation between self-efficacy, grit and achievement motivation using Pearson’s

correlation coefficient.
Self-efficacy Grit Achievement Motivation
Self-efficacy 1
Grit 0.31 1
Achievement Motivation 0.25 0/29 1

The above table signifies the results for the correlation between self-efficacy, grit, and
achievement motivation scores. The r score for the 156 samples was found to be significant
at 0.01 levels

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 546
 A comparative and correlational study of self-efficacy, grit, achievement motivation and gender
differences on performance

Table 1: Correlation between self-efficacy, grit and, achievement motivation.

Z-test to check whether there is difference seen in the scores for self-efficacy, grit and
achievement motivation based on gender.
Column 1 z score Males, females

Self-efficacy -0.3

Grit -0.9

Achievement motivation -0.05

The above table signifies the results for impact of gender on self-efficacy, grit and
achievement motivation. The z score was not found to be significant at the 0.01 level.

Table 2: Comparison between gender and their scores

DISCUSSION
The aim of the study was to find if there is a correlation between self-efficacy, grit, and
achievement motivation and also to check how gender impacts them. The results obtained
have been displayed above and the same has been discussed here.
1. The first hypothesis stating that ‘there is a significant correlation between self-
efficacy and grit’ was accepted.

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 547
A comparative and correlational study of self-efficacy, grit, achievement motivation and gender
differences on performance

2. The second hypothesis stating that ‘there is a significant correlation between grit and
achievement motivation’ was accepted.
3. The third hypothesis stating that ‘there is a significant correlation between self-
efficacy and achievement motivation’ was accepted.
The r score after correlating self-efficacy with grit, grit with achievement motivation,
and achievement motivation with self-efficacy were found to be 0.31, 0.29, and 0.25
respectively which was found to be significant at 0.01 levels.
The results obtained were found to be consistent with the literature referred to. For
context Usher, Butz, Rojas,(2019) in their article 'Grit and self-viability: Are both
fundamental for kids' scholarly achievement?' talks about grit positively relates with
self-efficacy in early kids, 'Self-Efficacy as a Mediator of Children's Achievement
Motivation and in-Class Physical Activity' by Zan Gao, Marc Lochbaum, Leslie
Podlog First Published on December 1, 2011, got results where there was seen a
progression and relapse in the relation and in the article 'Grit, self-efficacy,
achievement orientation goals, and academic performance in University students' by
Amal Alhadabi investigated the relationships between grit, self-efficacy,
achievement orientation goals, and academic performance in equal and sequential
intervention models. The outcomes showed that ‘grit’ positively associates with
academic performance including self-efficacy and achievement orientation goals.
'Grit as a mediator of the relationship between motivation and academic
achievement' by Maria Reraki analysed the connection between coarseness, scholarly
inspiration, and academic achievement. It was found that grit is a part of motivation
and achievement.
4. The fourth hypothesis stating that ‘There is no significant difference in self-efficacy
between males and females’ was accepted.
As the z score of females compared with males self-efficacy was -0.3, which was not
found to be significant at 0.01 levels. Hence the hypothesis was accepted.
The result was found to be in contrast with the literature that was referred to. For
context Mathematical Self-Efficacy Gender Differences in Gifted/Talented
Adolescents research by Michael E. Junge, Beverly J. Dretzka says that females
reported stronger self-efficacy expectations on only a few items that involved
stereotypical female activities.
5. The fifth hypothesis stating that ‘There is no significant difference in grit between
males and females’ was accepted.
As the z score of females compared with male’s grit score was -0.9, which was not
found to be significant at 0.01 levels. Hence the hypothesis was accepted.
The literature did not entirely back the hypothesis but the result was found to be
consistent with the literature that was referred to. For context Effects of Grit on the
Academic Success of Adult Female Students at Korean Open University by Mae
Hyang Hwang, Hyo Jin Lim, Hye Suk. The results of the study were found to be that
age had both immediate and aberrant impacts on grit and scholastic accomplishment
of the female understudies.
6. The sixth hypothesis stating that ‘There is no significant difference in achievement
motivation between males and females’ was accepted.
As the z score of females compared with males achievement motivation, which was
not found to be significant at 0.01 level.
It did not entirely back the hypothesis as self-efficacy and achievement motivation
based on gender have not been compared to check the difference but different factors
that can affect achievement motivation have been checked. A study on how does grit

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 548
 A comparative and correlational study of self-efficacy, grit, achievement motivation and gender
differences on performance

impact college students' for their academic achievement in Science? Bazelais, Paul;
Lemay, David John; Doleck, Tenzin says grit was not seen as a huge indicator of
understudy scholastic accomplishment or course achievement.

RESULT AND CONCLUSION

The results for ‘there is a significant correlation between self-efficacy and grit’, ‘there is a
significant correlation between grit and achievement motivation’, ‘there is a significant
correlation between self-efficacy and achievement motivation’ were accepted. As the r score
after correlating self-efficacy with grit, grit with achievement motivation, and achievement
motivation with self-efficacy was found to be 0.31, 0.29, and 0.25 respectively which was
found to be significant at 0.01 levels.

This implied that there is a positive correlation between self-efficacy, grit, and achievement
motivation. The results for ’There are no significant difference in self-efficacy between
males and females’ was accepted.

As the z score of females compared with males on self-efficacy was -0.3, which was not
found to be significant at 0.01 levels. Hence the hypothesis was accepted. The results for
‘There is no significant difference in grit between males and females’ were also accepted.
As the z score of females compared with males on self-efficacy was -0.9, which was not
found to be significant at 0.01 levels. Hence the hypothesis was accepted.

The results for ‘There are no significant difference in achievement motivation between
males and females’ was accepted. As the z score of females compared with males on self-
efficacy was -0.05, which was not found to be significant at 0.01 levels. Hence the
hypothesis was accepted.

This implied that there is no difference in gender on self-efficacy, grit, and achievement
motivation.
IMPLICATIONS OF THE PRESENT STUDY
The findings of the present study can find implications and help in the field of positive
psychology. Counselling students and helping them to increase their self-efficacy and grit
but various intervention programs can help them to increase self-awareness, confidence,
self-esteem which can, in turn, help them to become more optimistic, altruistic, happier, and
achiever in real life by setting realistic, attainable goals for them. It is vital that these facets
are gauged well and appropriate plans of action are selected. Screening of an individual's
belief in him and having the grit to achieve success in life can also be greatly influenced by
the above findings.
LIMITATIONS OF THE PRESENT STUDY
1. Factors like culture, mastery over the environment, parental styles should also be
taken into consideration.
2. The sample was collected majorly from Pune, so generalization of results to all
students can be tricky because of different conditions.
3. Collection of data was affected due to the COVID-19 pandemic.
SUGGESTIONS FOR FUTURE RESEARCHES
1. A study can be conducted with a sample from various regions of the country for
better generalization.

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 549
 A comparative and correlational study of self-efficacy, grit, achievement motivation and gender
differences on performance

2. More number of students can be taken into consideration for better and justified
representation of the nature of self-efficacy and grit.
3. Research can be conducted with experimental and control groups by planning
interventions to increase self-efficacy and grit and testing them before and after
interventions.
4. Research can be conducted on factors that lead to successful outcomes and based on
those results further interventions for students can be planned.
5. Research can be conducted on under-resourced students considering the community
they come from.

REFERENCES
Ray, J. J. (1979). A quick measure of achievement motivation—validated in Australia and
reliable in Britain and South Africa. Australian Psychologist, 14(3), 337-344.
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(6),
1087.
Lehmann, P., & Simmons, C. A. (2012). 10 Self-Efficacy. Tools for Strengths-Based
Assessment and Evaluation, 291.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning.
Educational psychologist, 28(2), 117-148.
Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy.
Developmental psychology, 25(5), 729.
Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and Self-efficacy:
Are both essential for children’s academic success? Journal of Educational
Psychology, 111(5), 877.
Pierrakos, O. (2016). Building strong academic mind-sets focusing on grit, mastery
Orientation, belonging, and self-efficacy via an effort contingent learning
environment in a senior engineering capstone design course. In Conference
proceeding at the 2016 Capstone Design Conference, Columbus, Ohio.
Gao, Z., Lochbaum, M., & Podlog, L. (2011). Self-efficacy as a mediator of children's
achievement motivation and in-class physical activity. Perceptual and Motor Skills,
113(3), 969-981.
Cherry, K. (2017). Self-efficacy: Why believing in you matters. Very Well Mind.
Bandura A. Self-Efficacy in Changing Societies. Cambridge University Press; 1997.
Bandura A. Self-efficacy: Toward a unifying theory of behavioural change. Psychological
Review. 1977; 84(2):191-215. doi:10.1037/0033-295x.84.2.191
Self-efficacy: A concept analysis written by Nyi Nyi Htay (August, 2010)
Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals,
and academic performance in University students. International Journal of
Adolescence and Youth, 25(1), 519-535.
Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations withcollege
students’ self-regulated learning and academic achievement. Metacognition and
Learning, 10(3), 293-311.
Muenks, K., Yang, J. S., & Wigfield, A. (2018). Associations between grit, motivation, and
achievement in high school students. Motivation Science, 4(2), 158.
Oriol, X., Miranda, R., Oyanedel, J. C., & Torres, J. (2017). The role of self-control and grit
in domains of school success in students of primary and secondary school. Frontiers
in Psychology, 8, 1716.

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 550
 A comparative and correlational study of self-efficacy, grit, achievement motivation and gender
differences on performance

Muenks, K., Wigfield, A., Yang, J. S., & O'Neal, C. R. (2017). How true is grit? Assessing
its relations to high school and college students’ personality characteristics, self-
regulation, engagement, and achievement. Journal of Educational Psychology,
109(5), 599.
Li, J., Fang, M., Wang, W., Sun, G., & Cheng, Z. (2018). The influence of griton life
satisfaction: Self-esteem as a mediator. Psychologica Belgica, 58(1), 51.
“You’re no genius” by Leah Fessler (March 26, 2018) Duckworth, Grit: The Power of
Passion and Perseverance (New York: Scribner, 2016).
Strayhorn, T. L. (2014). What role does grit play in the academic success of black male
collegians at predominantly white institutions?. Journal of African American Studies,
18(1),1-10.
Reraki,M., Çelik, İ., & Sarıçam, H. (2015). Grit as a mediator of the relationship between
motivation and academic achievement. Ozean Journal of Social Science, 8(1), 19-32.
Akin, A., & Arslan, S. (2014). The relationships between achievement goal orientations and
grit. Egitim ve Bilim, 39(175).
Turner, E. A., Chandler, M., & Heffer, R. W. (2009). The influence of parenting styles,
achievement motivation, and self-efficacy on academic performance in college
students. Journal of college student development, 50(3), 337-346.
Azar, F. S. (2013). Self-efficacy, achievement motivation and academic procrastination as
predictors of academic achievement in pre-college students. Proceeding of the
Global Summit on Education, 173-178.
Atkinson, J. W., & Feather, N. T. (Eds.). (1966). A theory of achievement motivation (Vol.
66). New York: Wiley.
McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1953). The achievement
motive. New York: Appleton Century-Crofts.
Hwang,M. H., Lim, H. J., & Ha, H. S. (2018). Effects of grit on the academic success of
adult female students at Korean Open University. Psychological reports, 121(4),
705-725.
Junge, M. E., & Dretzke, B. J. (1995). Mathematical self-efficacy gender differences in
gifted/talented adolescents. Gifted Child Quarterly, 39(1), 22-26.
Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college
students’ self-regulated learning and academic achievement. Metacognition and
Learning, 10(3), 293-311.
Oriol, X., Miranda, R., Oyanedel, J. C., & Torres, J. (2017). The role of self-control and grit
in domains of school success in students of primary and secondary school. Frontiers
in Psychology, 8, 1716.

Acknowledgement
I use this opportunity to express my heartfelt gratitude to Professor Abhijeet Chore, Shraddha
Namjoshi and Tanmoy Haldar who supervised me in this thesis. Thank you, for all of your
help and guidance during this thesis and thank you for your patience in helping me to
improve in my statistical skills and guiding and encouraging me to persevere and complete
this thesis. I would like to thank all of the participants who were involved in the study for
their support. I would also like to thank my friends and family who have been helping me
throughout this process. They have been an amazing support and great friends throughout our
shared challenges over the past three years. Lastly, I would like to thank MIT-WPU for
providing me with an opportunity to explore the field of research with amazing professors.
Thank you everyone for helping me through completing my Bachelor of Arts, Psychology
course; I couldn’t have done it without you all.

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 551
 A comparative and correlational study of self-efficacy, grit, achievement motivation and gender
differences on performance

Conflict of Interest
The author declared no conflict of interest.

How to cite this article: Shah M.C. (2021). A comparative and correlational study of self-
efficacy, grit, achievement motivation and gender differences on performance. International
Journal of Indian Psychology, 9(1), 542-552. DIP:18.01.054/20210901, DOI:10.25215/0901.054

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 552