The Interplay of Self-Regulation, Grit, and Motivational Beliefs among Learners of French as a Foreign Language

As foreign language learning, particularly French, becomes increasingly important in Malaysia, there is a growing need to understand how learners’ confidence, motivation, and determination influence their success in acquiring the language. Self-regulation, grit, and motivational beliefs are among the factors that are associated with academic success. However, research combining all these variables together and focusing on French as a foreign language context remains limited and underexplored. Hence, this current study aimed to examine the interrelationships among French language learners. The objectives of the study focused on three main areas: differences across gender and academic streams, learners’ perceptions of self-regulation, grit, and motivational beliefs, and the connections among these constructs. To address the research goals, a quantitative survey was administered to 277 learners undertaking French language courses. Data were gathered using a questionnaire comprising four sections: demographic background, grit (12 items), motivational beliefs (17 items), and self-regulated learning strategies (7 items). The instrument demonstrated good reliability (α = .852). Analysis of the data revealed that learners displayed positive levels of self-regulation, perseverance, self-efficacy, and perceived value of learning French. Gender and academic disciplines did not significantly affect the findings. Additionally, self-regulation was found to be positively related to both grit and motivational beliefs. The findings further indicated that self- regulated learners are more likely to be grittier and to possess stronger beliefs about their learning abilities. This study contributes to a better understanding of foreign language learning by highlighting the interplay between self-regulation, grit, and motivational beliefs. The findings imply that learners may be able to maintain motivation, manage difficulties, and stay engaged in foreign language acquisition with the encouragement of self-regulated learning approaches from instructors.

Self-regulation; Grit; Motivational Beliefs; Self-Regulated Learning; French as a Foreign Language (FFL)

1. Abbasova, K. (2026). Challenges in Learning German as a Foreign Language: Linguistic, Cognitive, and Affective DimensionEuro-Global Journal of Linguistics and Language Education ISSN 3030-1394 /online/ Vol. 3 No. 2 (2026) Vasara https://doi.org/10.69760/egjlle.2602017 [Google Scholar] [Crossref]

2. Ahmad, N., Alias, F.A., Hamat, M., & Mohamed, S.A. (2024) Reliability Analysis: Application of Cronbach’s Alpha in Research Instruments. SIG: e-L earning@CS, 114-119. https://appspenang.uitm.edu.my/sigcs/ [Google Scholar] [Crossref]

3. Alamer, A., & Alrabai, F. (2024). Distinct trajectories of EFL motivation: A self-determination theory perspective. System, 126, 103441. https://doi.org/10.1016/j.system.2024.103441 [Google Scholar] [Crossref]

4. Allen, R. E., Kannangara, C., & Carson, J. (2021). True grit: How important is the concept of grit for education? A narrative literature review. International Journal of Educational Psychology, 10(1), 73. https://doi.org/10.17583/ijep.2021.4578 [Google Scholar] [Crossref]

5. Aregu, B. B. (2013). Enhancing self-regulated learning in teaching spoken communication: Does it affect speaking efficacy and performance? Electronic Journal of Foreign Language Teaching, 10(1), 96–109. [Google Scholar] [Crossref]

6. Arepin, M., Rahmat, N.H., (2026). Self-Regulation and How It Influences Grit, Motivational Beliefs, and Cognitive Strategy Use In Learning., International Journal of Research and Innovation in Social Science, 10(3), https://doi.org/10.47772/IJRISS.2026.100300612. [Google Scholar] [Crossref]

7. Baumeister, R. F. (2016). Toward a general theory of motivation: Problems, challenges, opportunities, and the big picture. Motivation and Emotion, 40(1), 1-10. DOI 10.1007/s11031-015-9521-y [Google Scholar] [Crossref]

8. Buzrukxo’jayeva, M. M. q. (2025). Language learning strategies and self-regulation. Web of Teachers: Inderscience Research, 3(1), 132-138. https://webofjournals.com/index.php/1/article/view/2866 [Google Scholar] [Crossref]

9. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum. [Google Scholar] [Crossref]

10. Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087. [Google Scholar] [Crossref]

11. Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of personality assessment, 91(2), 166-174. [Google Scholar] [Crossref]

12. Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model (Vol. 10). Peter Lang. [Google Scholar] [Crossref]

13. Guo, W., Bai, B., Zang, F., Wang, T., & Song, H. (2023). Influences of motivation and grit on students’ self-regulated learning and English learning achievement: A comparison between male and female students. System, 114, 103018. https://doi.org/10.1016/j.system.2023.103018 [Google Scholar] [Crossref]

14. Ha, C., Roehrig, A. D., & Zhang, Q. (2023). Self-regulated learning strategies and academic achievement in South Korean 6th-graders: A two-level hierarchical linear modeling analysis. PloS one, 18(4), e0284385. https://doi.org/10.1371/journal.pone.0284385 [Google Scholar] [Crossref]

15. He, L. (2024) The Application of SPSS Correlation Analysis in the Study if Precision Teaching of English in Universities. Applied Mathematics and Nonlinear Science, 9(1), 1-13. http://dx.doi.org/10.2478/amns-2024-1371 [Google Scholar] [Crossref]

16. Kamalova, S. (2025). Foreign languages: Current challenges. American Journal of Education and Learning, 3(2). https://doi.org/10.5281/zenodo.14868211 [Google Scholar] [Crossref]

17. Lebci, Z., Zubairi, A. M., Olasunkanmi, A. K., & Al-Hidabi, D. A. Y. (2022). The influence of learners’ motivation on their academic performance in learning English as a second foreign language: A study on secondary school students of Boussada State. Asian Journal of Research in Education and Social Sciences, 4(1), 255–267. https://doi.org/10.55057/ajress.2022.4.1.22 [Google Scholar] [Crossref]

18. Liu, H., Wang, Y., & Wang, H. (2025). Exploring the mediating roles of motivation and boredom in basic psychological needs and behavioural engagement in English learning: A self-determination theory perspective. BMC Psychology, 13, 179. https://doi.org/10.1186/s40359-025-02524-3 [Google Scholar] [Crossref]

19. Martin, H., Craigwell,R. & Ramjarrie,K. (2022) Grit, motivational belief, self-regulated learning (SRL), and academic achievement of civil engineering students, European Journal of Engineering Education, 47:4, 535-557, DOI:10.1080/03043797.2021.2021861 [Google Scholar] [Crossref]

20. Neroni, J., Meijs, C., Kirschner, P. A., Xu, K. M., & de Groot, R. H. M. (2022). Academic self-efficacy, self-esteem, and grit in higher online education: Consistency and change. Social Psychology of Education, 25(4), 937–960. https://doi.org/10.1007/s11218-022-09696-5 [Google Scholar] [Crossref]

21. Ni'mah, U., Nasihah, M., & Munfaati, F. (2025). Exploring self-regulated learning strategies to enhance English speaking skills among EFL students. Indonesian Journal of Applied Linguistics, 14(3), 472-483. doi:https://doi.org/10.17509/ijal.v14i3.72000 [Google Scholar] [Crossref]

22. Obeng, P., Srem-Sai, M., Salifu, I., Amoadu, M., Arthur, F., Agormedah, E. K., Hagan, J. E.Jr & Schack, T. (2025). Linking students' grit and academic engagement: Mediating role of academic motivation and self-regulated learning. British Educational Research Journal, 51, 2511–2535. https://doi.org/10.1002/berj.4185 [Google Scholar] [Crossref]

23. Parsai Moghadam, M., Khanjani, M., & Borjali, A. (2026). Investigating the Causal Relationship Between Achievement Motivation and Academic Optimism with Grit, Mediated by Self-Regulation. Journal of Assessment and Research in Applied Counseling, 8(2), 1-10. http://dx.doi.org/10.61838/kman.jarac.5309 [Google Scholar] [Crossref]

24. Point, R. G., Ng, C.-C., & Ting, S.-H. (2021). Perceptions of students learning French as a foreign language in Malaysia. Trends in Undergraduate Research, 4(1), f1–f12. https://doi.org/10.33736/tur.3094.2021 [Google Scholar] [Crossref]

25. Rahmat, N. H., Abdullah, N. A. T., Ahmad, N., Sharif, S., Yean, C. P., & Boon, M. H. A. (2021). Social Learning During Online Learning? The Case for Japanese Language. International Journal of Asian Social Science, 11(3), 168-176. http://doi.org/0.18488/journal.1.2021.113.168.176 [Google Scholar] [Crossref]

26. Rahmat, N.H., & Thasrabiab, T. (2024). Exploring Motivation and Self-Regulation from the Social Cognitive View. International Journal of Academic Research in Business & Social Science, 14(1), 3276-3290. https://doi.org/10.6007/IJARBSS/v14-i1/20476 [Google Scholar] [Crossref]

27. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. http://dx.doi.org/10.1037/0003-066X.55.1.68 [Google Scholar] [Crossref]

28. Shah, M. A. (2024). Meaning and Statistical Analysis of T-Tests in SPSS. Journal of Saidu Medical College, 14(1), 64-65. https://doi.org/10.522006 [Google Scholar] [Crossref]

29. Shahrokhi, M., & Dehaghani, F. J. (2025). Mediating role of students’ self-assessment in the relationships among EFL students’ L2 grit, motivation, and willingness to communicate. BMC psychology, 13(1), 1052. https://doi.org/10.1186/s40359-025-03414-4 [Google Scholar] [Crossref]

30. Somiya, R.A., & Rahman,M. A. (2025). Motivational orientation of French learners at the Centre for Modern Languages, Bangladesh University of Professionals. International Journal of Business, Arts and Scientific Study (IJBASS), 6(1). https://doi.org/10.70818/ijbass.2025.v06i01.2507 [Google Scholar] [Crossref]

31. Uçmaz, Ş. (2026). Investigating How Self‐Efficacy and L2 Grit Influence Language Learners’ Well‐Being: The Mediating Role of Resilience. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70108 [Google Scholar] [Crossref]

32. Ueno, S., & Park, S. (2025). Exploring the Relationship Between Self-Regulation, Grit, Motivation, and English Proficiency Among University Students in Japan. Studies in Self-Access Learning Journal, 16(2). https://doi.org/10.37237/160208 [Google Scholar] [Crossref]

33. Vetter, T. R. (2017). Descriptive statistics: reporting the answers to the 5 basic questions of who, what, why, when, where, and a sixth, so what? Anesthesia & Analgesia, 125(5), 1797-1802. https://doi.org/10.1213/ane.0000000000002471 [Google Scholar] [Crossref]

34. Wu, C., Tian, X., & Jin, H. (2024). Grit and Second Language Learning Engagement: The Mediating Role of Affect Balance. Behavioral Sciences, 14(3), 184. https://doi.org/10.3390/bs14030184 [Google Scholar] [Crossref]

35. Zhang, F., Xu, H. (2025). Exploring foreign language learners’ cognitive motivation in the learning process and subsequent language use. Humanities and Social Sciences Communications, 12, 1295. https://doi.org/10.1057/s41599-025-05683-1 [Google Scholar] [Crossref]

36. Ziegenfuss, J. Y., Easterday, C. A., Dinh, J. M., JaKa, M. M., Kottke, T. E., & Canterbury, M. (2021). Impact of demographic survey questions on response rate and measurement: A randomized experiment. Survey Practice, 14(1). https://doi.org/10.29115/SP-2021-0010. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study