Unpacking grit in exam-oriented education: divergent roles of perseverance and consistency in foreign language achievement

Abstract To address ongoing debates on grit’s conceptual validity and contextual relevance, this study tested an integrated model within China’s exam-oriented education system. Specifically, it examined how the two dimensions of grit—Consistency of Interest (COI) and Perseverance of Effort (POE)—influence Foreign Language Achievement (FLA) through the mediating roles of Foreign Language Enjoyment (FLE) and Foreign Language Boredom (FLB). Using structural equation modeling with data from 310 senior high school students, this study revealed contrasting pathways. POE positively predicted FLA by enhancing enjoyment and reducing boredom, supporting existing theoretical assumptions. In contrast, COI negatively predicted FLA by increasing boredom, reflecting the rigid and repetitive characteristics of exam-driven learning. Emotional variables fully mediated the effects of both grit's dimensions on achievement. These findings suggest that grit is not universally beneficial; rather, its function depends on the educational ecology. In high-pressure, exam-focused contexts, COI may contribute to rigidity and emotional exhaustion, while POE appears to be a more adaptive trait for academic success.