Unpacking the relationship between achievement goals, grit and engagement among Chinese university students: variable- and person-centered approaches

Engagement is pivotal in EFL learning, yet how achievement goals and grit are associated with EFL learners’ engagement remains understudied. This study investigates the associations between achievement goals and engagement via two components of grit, in particular perseverance of effort and consistency of interest. 832 tertiary students from 20 Chinese universities participated in the questionnaire survey using a convenience sampling method. Data analysis was conducted using both variable-centered (structural equation modeling, SEM) and person-centered (latent profile analysis, LPA) approaches. The SEM results revealed a positive association between mastery and performance-approach goals and engagement, mediated by grit facets. Interestingly, the relationship between performance-avoidance goals and engagement was mediated solely by consistency of interest. LPA classified students into three unique profiles according to their achievement goals and grit levels: Motivated and Gritty, Moderately Motivated and Gritty, and Amotivated and Inconsistent. Notably, the Motivated and Gritty group exhibited the most favorable outcomes and the Amotivated and Inconsistent group the least. As this study is correlational in nature, no causal inferences can be drawn. The study also explores the theoretical and practical implications of these findings for advancing in-depth research and optimizing teaching effectiveness.