VOlUME 05 ISSUE 06 June 2026
Dr. Hamza Egbaria
Elahlya High School, Umm El Fahem, Israel
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i6n31Google Scholar Download Pdf
ABSTRACT
This study examined the contribution of grit, academic self-efficacy, and self-regulation to academic achievement among Arab high school students in Israel. Participants were 457 students from the Northern Triangle region in Israel. Data were collected through an anonymous online questionnaire using measures of grit, academic self-efficacy, and self-regulation, while academic achievement was assessed through school grades. Pearson correlation analyses showed that academic self-efficacy was the only variable significantly associated with academic achievement. Multiple regression analysis indicated that the overall model was significant but explained a small proportion of variance in achievement (R² = .022, p = .017). Academic self-efficacy emerged as the only significant positive predictor, whereas grit and self-regulation did not make unique significant contributions. The findings highlight the central role of academic self-efficacy in students’ school performance and suggest that strengthening students’ confidence in their academic abilities may support academic success among Arab adolescents in Israel.
KEYWORDS:grit, academic self-efficacy, self-regulation, academic achievement, Arab high school students
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Cite this Article:Egbaria, D. H. (2026). Beyond Ability: The Contribution of Grit, Academic Self-Efficacy, and Self-Regulation to Academic Achievement among Arab Adolescents. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(6), 1632-1638. https://doi.org/10.58806/ijsshmr.2026.v5i6n31