THE ROLE OF GRIT IN ACADEMIC SELF-CONCEPT AND STRESS
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Abstract
Perceptions of self-efficacy in academics can foster persistence in the learning process so that it can change individual academic achievement. Academic self-concept is one indicator of students in terms of achievement. However, in the process, many challenges generally come from internal students such as stress so consistency is needed in terms of student academics. Grit is thought to influence a mediator between stress and academic self-concept. This study aims to determine the effect of grit as a mediator of stress on academic self-concept among students in Jakarta. This quantitative research uses a questionnaire for data collection with several respondents as many as 171 students. The results of this study support the research hypothesis grit is found as a mediator of stress with academic self-concept (-2.38 <1.96). In the simultaneous test, stress and grit strongly influence academic self-concept. It can be concluded that if students experience stress but have high grit, their academic self-concept will also increase.
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