• Nurul Hidayah Mohamad Farok School of Human Resource Development and Psychology, Faculty of Social Sciences and Humanities, UniversitiTeknologi Malaysia, 81310 UTM Johor Bahru, Johor
  • Norashikin Mahmud School of Human Resource Development and Psychology, Faculty of Social Sciences and Humanities, UniversitiTeknologi Malaysia, 81310 UTM Johor Bahru, Johor


Students’ worldview about their intelligence and passion towards learning is one of the biggest influence towards students’ academic success. Therefore, the purpose of this study is to investigate the influence of mindset and grit on the academic success among accounting students atAzmanHashim International Business School (AHIBS), UniversitiTeknologi Malaysia (UTM). This study uses quantitative approach that utilized questionnaires as the method to gather data. A total of 113 respondents from the accounting program were selected via simple random sampling. In this study, mindset was measured by the Implicit Theories of Intelligence Scale (ITIS), grit by the Short Grit scale (Grit-S) and academic success by Cumulative Grade Point Average (CGPA). Data obtained from the questionnaires was analysed using Multiple Linear Regression analysis. The result of this study showed that fixed mindset and growth mindset were found to be significant in predicting accounting students’ academic success (CGPA). However, this study found that grit was not a significant influence on the accounting students’ academic success (CGPA). Therefore, the findings of this study would benefit future researcher for further research regarding this topic.


Almunais, T. A., & Alfraih, M. M. (2014). Deteminants of Accounting Students Performance. Business Education & Accreditation, 6(2), 1-9.

Bazelais, P., Lemay, D. J., & Doleck, T. (2016). How Does Grit Impact College Students' Academic Achievement in Science? European Journal of Science and Mathematics Education, 4(1), 33-43.

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78(1), 246-263. doi:10.1111/j.1467-8624.2007.00995.x

Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664.

Dante, D. D., Cyrell, C. B. R., & Frank, C. W. (2017). Psychosocial Keys to African American Achievement? Examining the Relationship Between Achievement and Psychosocial Variables in High Achieving African Americans. Journal of Advanced Academics, 28(2), 120-140. doi:10.1177/1932202X17701734

Duckworth, A. L. (2016). Grit: The power of passion and perseverance: Scribner New York, NY.

Duckworth, A. L., Kirby, T., A. , Tsukayama, E. T., Berstein, H., & Ericsson, K. A. (2011). Deliberate Practice Spells Success: Why Grittier Competitors Triumph at the National Spelling Bee. Social Psychological and Personality Science, 2(2), 174-181. doi:10.1177/1948550610385872

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), 1087-1101. doi:10.1037/0022-3514.92.6.1087

Duckworth, A. L., & Quinn, P. D. (2009). Development and Validation of the Short Grit Scale (Grit–S). Journal of Personality Assessment, 91(2), 166-174. doi:10.1080/00223890802634290

Dweck, C. S. (2006). Mindset: The New Psychology of Success: Random House Publishing Group.

Dweck, C. S. (2008). Mindsets and math/science achievement: New York, NY: Carnegie Corp. of New York–Institute for Advanced Study Commission on Mathematics and Science Education.

Dweck, C. S. (2015). Carol Dweck revisits the growth mindset. Education Week, 35(5), 20-24.

Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning. Seattle, WA: Bill & Melinda Gates Foundation.

Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5, 36. doi:10.3389/fpsyg.2014.00036

Fitzgerald, C. J., & Laurian-Fitzgerald, S. (2016). Helping students enhance their grit and growth mindsets. Journal Plus Education, 14(2), 52-67.

Hochanadel, A., & Finamore, D. (2015). Fixed And Growth Mindset In Education And How Grit Helps Students Persist In The Face Of Adversity. Journal of International Education Research, 11(1), 47-50. doi:10.19030/jier.v11i1.9099

Hogan, L. M. (2013). Non-cognitive traits that impact female success in biglaw. (Doctoral Dissertation), University of Pennsylvania, Philadelphia, Pennsylvania.

Hong, Y.-y., Chiu, C.-y., Dweck, C. S., Lin, D. M.-S., & Wan, W. (1999). Implicit theories, attributions, and coping: a meaning system approach. Journal of Personality and Social psychology, 77(3), 588.

Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability. Journal of Research in Personality, 52, 29-36. doi:https://doi.org/10.1016/j.jrp.2014.06.005

Jain, C., Apple, D., & Ellis, W. (2015). What is Self-Growth? The International Journal of Process Education, 7(1), 41-52.

Jones, B. D., Byrd, C. N., & Lusk, D. (2009). High School Students' Beliefs About Intelligence. Research in the Schools, 16(2).

Lucas, G. M., Gratch, J., Cheng, L., & Marsella, S. (2015). When the going gets tough: Grit predicts costly perseverance. Journal of Research in Personality, 59, 15-22. doi:https://doi.org/10.1016/j.jrp.2015.08.004

Ong, A., & Savoni, P. (2017). Predictions of Performance Compared to Actual: A Hard Lesson for First-Year Accounting Students. Journal of Accounting & Finance, 17(7), 78-85.

P'Pool, K. (2012). Using Dweck's Theory of Motivation to Determine How a Student's View of Intelligence Affects Their Overall Academic Achievement.

Phillips-Martinez, B. (2017). Grit and Mindset as Predictors of Student Success in a First-Time Online High School Course. Northwest Nazarene University.

Polirstok, S. (2017). Strategies to Improve Academic Achievement in Secondary School Students: Perspectives on Grit and Mindset. SAGE Open, 7(4), 2158244017745111. doi:10.1177/2158244017745111

Ravenscroft, S. P., Waymire, T. R., & West, T. D. (2012). Accounting students' metacognition: The association of performance, calibration error, and mindset. Issues in Accounting Education, 27(3), 707-732.

Reraki, M., Celik, I., & Saricam, H. (2015). Grit as a mediator of the relationship between motivation and academic achievement. Ozean Journal of Social Science, 8, 19-32.

Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. (2014). Academic and Emotional Functioning in Middle School: The Role of Implicit Theories. Emotion, 14(2), 227-234. doi:10.1037/a0035490

Sousa, D. A. (2011). How the Brain Learns: SAGE Publications.

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. doi:10.1007/s12111-012-9243-0

West, M. R., Kraft, M. A., Finn, A. S., Martin, R. E., Duckworth, A. L., Gabrieli, C. F., & Gabrieli, J. D. (2016). Promise and paradox: Measuring students’ non-cognitive skills and the impact of schooling. Educational Evaluation and Policy Analysis, 38(1), 148-170.

Zhang, J., Kuusisto, E., & Tirri, K. (2017). How Teachers and Students Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement. Psychology, 15. doi:10.4236/psych.2017.89089




How to Cite

Mohamad Farok, N. H., & Mahmud, N. (2020). MINDSET AND GRIT AS THE PREDICTOR OF ACADEMIC SUCCESS. Jurnal Kemanusiaan, 18(1). Retrieved from https://jurnalkemanusiaan.utm.my/index.php/kemanusiaan/article/view/363