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Article published In: Babel
Vol. 71:5 (2025) ► pp.599–621

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Examining the interplay between translation students’ grit, self-efficacy and academic achievement

ORCiD logo with link | University of Birjand
ORCiD logo with link | University of Isfahan
Published online: 8 May 2025
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https://doi.org/10.1075/babel.24190.ame
Abstract
Despite the relevance of positive psychology in education and decades of scholarly research in related fields, translation studies has yet to thoroughly examine the psychological constructs that affect translation students’ performance and emotional functioning. To address this gap in the psychology of translation education, this paper explores the potential impact of grit and self-efficacy — two constructs from positive psychology — on the academic achievement of Iranian trainee translators, as indicated by their cumulative grade point average. A sample of 264 translation students from various Iranian universities participated in the survey, completing self-report measures of grit, self-efficacy, and academic achievement. To investigate causal relationships among the research variables, structural equation modeling was employed. The preliminary findings revealed positive correlations between the components of grit and academic achievement, while self-efficacy did not show a significant correlation with academic achievement. The contributions of grit and self-efficacy to academic achievement were also analyzed through mediation analysis. It was determined that self-efficacy influenced academic achievement through the mediation of grit, indicating that grit components act as a mediator in the relationship between self-efficacy and academic achievement. Therefore, it is reasonable to conclude that trainee translators who exhibit higher levels of grit and self-efficacy are more likely to succeed academically.
Résumé
Malgré la pertinence de la psychologie positive en éducation et des décennies de recherches académiques dans des domaines connexes, la traductologie n’a pas encore examiné en profondeur les concepts psychologiques qui influencent la performance et le bien-être émotionnel des étudiants en traduction. Afin de combler cette lacune dans la psychologie de l’enseignement de la traduction, cet article explore l’impact potentiel de la persévérance (grit) et de l’auto-efficacité — deux concepts issus de la psychologie positive — sur la réussite académique des étudiants iraniens en traduction, mesurée sur base de leur moyenne cumulative. Un échantillon de 264 étudiants en traduction issus de diverses universités iraniennes a participé à l’enquête en complétant des mesures auto-rapportées de persévérance, d’auto-efficacité et de réussite académique. Afin d’examiner les relations causales entre les variables de l’étude, une modélisation par équations structurelles a été utilisée. Les résultats préliminaires ont révélé des corrélations positives entre les composantes de la persévérance et la réussite académique, tandis que l’auto-efficacité n’a pas montré de corrélation significative avec la réussite académique. Les contributions de la persévérance et de l’auto-efficacité à la réussite académique ont également été examinées par une analyse de médiation. On a observé que l’auto-efficacité influençait la réussite académique par l’intermédiaire de la persévérance, indiquant que les composantes de la persévérance agissent comme un médiateur dans la relation entre l’auto-efficacité et la réussite académique. Il est donc raisonnable de conclure que les étudiants en traduction qui présentent des niveaux plus élevés de persévérance et d’auto-efficacité ont plus de chances de réussir académiquement.
Article outline
  • 1.Introduction
  • 2.Theoretical framework
    • 2.1Positive psychology
    • 2.2Grit
    • 2.3Self-efficacy
    • 2.4This study
  • 3.Method
    • 3.1Participants
    • 3.2Measures
      • 3.2.1Grit
      • 3.2.2Self-efficacy
      • 3.2.3Academic achievement
    • 3.3Data collection and analysis
  • 4.Results
    • 4.1Correlation analyses
    • 4.2Measurement model assessment
    • 4.3The structural model
  • 5.Discussion
  • 6.Conclusion
  • Ethics approval and consent to participate
  • References
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Xu, Dan & Amily D. Wang Guénier
2025. Self-regulation as a stronger predictor than motivation of translation competence: a mixed-methods study of undergraduate translation students. Frontiers in Psychology 16 DOI logo

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