The Relationship Between Second Language Grit and Academic Achievement Among Chinese International Students: The Mediating Effect of Learning Engagement

Introduction: Grit is a crucial predictive factor for language learners to successfully master a second language (L2). Method: Through random sampling, data analysis, and establishing structural equation models, this study explores the relationship between the grit level and academic achievements of international students in China, as well as the mediating effects of learning engagement factors (N = 186). Results: (1) The demographic manifestations of L2‐Grit and academic achievements are significantly different, and perseverance of effort, consistency of interests, and learning engagement are all positively correlated with academic achievements; (2) within learning engagement, behavioral engagement and cognitive engagement play partial mediating roles between L2‐Grit and academic achievements, while emotional engagement does not produce a mediating effect; (3) the grit and learning engagement of Chinese language learners have an absolute predictive effect on academic achievements, and lack of engagement negatively affects academic achievements. From the perspective of positive psychology, the study confirms the importance of L2‐Grit, behavioral engagement, and cognitive engagement in enhancing academic achievements, providing more scientifically effective strategies and guidance for L2 teaching. It is suggested that future research includes factors such as cognitive load to further explore the functioning mechanisms of grit.