GRIT AND EMOTIONAL REGULATION AS PREDICTORS OF SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN CHEMISTRY IN SOUTHEAST NIGERIA

Abstract

This study investigated the relationship between grit, emotional regulation, and academic achievement in chemistry among secondary school students in Southeast Nigeria. A sample of 450 senior secondary school students (ages 15-18) was selected using stratified random sampling from 15 schools across the five states of Southeast Nigeria. Data were collected using the Short Grit Scale (Grit-S), the Difficulties in Emotion Regulation Scale (DERS), and students' chemistry achievement test scores. Multiple regression analysis revealed that both grit (β = 0.42, p < 0.001) and emotional regulation (β = -0.38, p < 0.001) were significant predictors of chemistry achievement, jointly accounting for 43% of the variance. Gender differences were observed, with female students demonstrating higher levels of emotional regulation but no significant differences in grit levels. Socioeconomic status moderated the relationship between grit and academic performance. The findings underscore the importance of fostering non-cognitive skills alongside cognitive abilities in chemistry education, with implications for educational policy and pedagogical practice in Nigerian secondary schools.