Depression and Grit: Association With Academic Motivation and Academic Satisfaction in College Students
Location
Room 232, Schewel Hall
Access Type
Campus Access Only
Presentation Type
Oral presentation
Entry Number
67
Start Date
4-16-2026 8:45 AM
End Date
4-16-2026 9:00 AM
School
School of Medicine and Health Sciences
Department
Psychology
Keywords
Depression, Grit, Academic Motivation, Academic Satisfaction, Self-Esteem
Abstract
This study examined the effects of grit and depressive symptoms on academic engagement and self-esteem among undergraduate students. Participants consisted of undergraduate psychology students and were categorized into high and low levels of grit and depression groups based on scores from self-report measures of these variables. Academic motivation, academic satisfaction, and self-esteem were the dependent variables. A 2 (grit: high vs. low) by 2 (depression: high vs. low) factorial ANOVA was conducted to examine the significant main effect for both depression and grit on self-esteem. Participants with more depressive symptoms reported lower self-esteem, as did participants with higher levels of grit. No significant main effects or interactions were found for academic motivation or academic satisfaction. These findings suggest that while grit and depression are related to self-esteem in college students, the influence on academic motivation and academic satisfaction is more limited than previously assumed. Overall, the results highlight the importance of addressing mental health and resilience factors when developing interventions to support self-esteem and psychological well-being among college students.
Primary Faculty Mentor(s)
Dr. Alisha Marciano
Primary Faculty Mentor(s) Department
Psychology
Additional Faculty Mentor(s)
Prof. Dylan Elliott, Dr. Paul McClure
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SSS Presentation
Depression and Grit: Association With Academic Motivation and Academic Satisfaction in College Students
Room 232, Schewel Hall
This study examined the effects of grit and depressive symptoms on academic engagement and self-esteem among undergraduate students. Participants consisted of undergraduate psychology students and were categorized into high and low levels of grit and depression groups based on scores from self-report measures of these variables. Academic motivation, academic satisfaction, and self-esteem were the dependent variables. A 2 (grit: high vs. low) by 2 (depression: high vs. low) factorial ANOVA was conducted to examine the significant main effect for both depression and grit on self-esteem. Participants with more depressive symptoms reported lower self-esteem, as did participants with higher levels of grit. No significant main effects or interactions were found for academic motivation or academic satisfaction. These findings suggest that while grit and depression are related to self-esteem in college students, the influence on academic motivation and academic satisfaction is more limited than previously assumed. Overall, the results highlight the importance of addressing mental health and resilience factors when developing interventions to support self-esteem and psychological well-being among college students.