An Exploration of Grit and Motivation through the Perspective of ERG Theory

Abstract

Acquiring Arabic language as a third language at the university level requires sustained perseverance and commitment with continuous effort due to its complex script, phonetic system and grammatical structures. This study examines the relationship between grit and motivation using Alderfer’s ERG Theory (1969), focusing on how Existence, Relatedness and Growth needs influence students’ persistence in the learning process. A total of 126 students participated in a 43 items survey measuring three core areas: grit (consistency of interest and perseverance), motivational beliefs (self-efficacy, intrinsic value and test anxiety) and self-regulated learning strategies (cognitive strategy use and self-regulation). Descriptive analysis demonstrated that the students reflected moderate consistency in interest, together with strong perseverance, high self-efficacy and intrinsic motivation and moderate test anxiety. Correlational analysis showed strong positive associations between Existence and Relatedness (r = .561, p < .001), Relatedness and Growth (r = .689, p < .001) and a moderate positive relationship between Growth and Existence (r = .465, p < .001). Meanwhile, the T-test results showed no significant differences across disciplines. These outcomes suggest an interconnection between grit and motivational factors to enhance continuous engagement in the Arabic language learning process. Furthermore, the results emphasize the relevance of ERG theory for understanding the persistence in challenging learning environments.