Journal of Education, Society and Behavioural Science

This study investigates the predictive relationship between Grit and academic achievement among Form Three students in Kiambu County, Kenya. Grit, defined as perseverance and consistency of interest toward long-term goals, has gained prominence in educational psychology as a non-cognitive trait linked to academic success. Using an explanatory sequential mixed-methods design, the study sampled 258 students from 40 public secondary schools across four school categories. Quantitative data was collected using a modified GRIT-O scale and analyzed through Pearson’s correlation and regression techniques. Results revealed a statistically significant positive correlation (r = 0.64, p < 0.00) between Grit and academic achievement. Qualitative data from interviews with a subset of students were analyzed thematically, revealing motivational factors such as role models, socio-economic reflection, spiritual practices, and institutional support. These findings underscore the importance of Grit in shaping academic outcomes and suggest that psychological resilience and long-term goal orientation are critical components of student success. The study contributes to educational psychology by offering empirical evidence from a Sub-Saharan African context and recommends integrating Grit-enhancing strategies into teaching practices and school policies. Implications for educators include the need to foster perseverance through structured interventions, mentorship programs, and emotional regulation strategies. The study also highlights the importance of contextualizing Grit within cultural realities to ensure its effective application in diverse educational settings.