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

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.

Grit, Motivation, ERG Theory, Third Language Learning, Arabic

1. Abushihab, E., Alkhateeb, H., Alkhateeb, R., & Alkhateeb, B. (2025). Motivation and attitudes toward learning Arabic as a second language: A Study of Arab-American and Arab-expatriate middle school students in the U.S. and Qatar. Dibon Journal of Languages, 1(1), 3–23. https://doi.org/10.64169/djl.32 [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-Learning@CS, 114-119. https://appspenang.uitm.edu.my/sigcs/ [Google Scholar] [Crossref]

3. Alamer, A. (2021). Grit and language learning: construct validation of L2-Gritscale and its relation to later vocabulary knowledge. Educ. Psychol. 41, 544–562.doi: 10.1080/01443410.2020.1867076 [Google Scholar] [Crossref]

4. Alderfer, C.P. (1969) An Empirical Test of a New Theory of Human Needs. Organizational Behavior and Human Performance, 4, 142-175. https://doi.org/10.1016/0030-5073(69)90004-X [Google Scholar] [Crossref]

5. Aydın, A. O., & Orgun, M. A. (2012). The Reactive-Causal Architecture: Radar Task Simulation. Journal of Artificial Societies and Social Simulation 15 (4) 5. DOI: https://doi.org/10.18564/jasss.2079 [Google Scholar] [Crossref]

6. Chen, M., et al. (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]

7. Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 33, 3–18. https://doi.org/10.1017/S026719051300007X [Google Scholar] [Crossref]

8. Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness. The Modern Language Journal, 92(2), 270–283. https://doi.org/10.1111/j.1540-4781.2008.00718.x [Google Scholar] [Crossref]

9. DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications. Sage publications. [Google Scholar] [Crossref]

10. Dörnyei, Z. (2005). The psychology of the language student: Individual differences in second ‎language acquisition. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410613349 ‎ [Google Scholar] [Crossref]

11. 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), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087 [Google Scholar] [Crossref]

12. Fekih-Romdhane, F., et al. (2022). Psychometric properties of the Arabic version of the ‎Oviedo Grit Scale (A-EGO). BMC Psychiatry, 22(1), 792. https://doi.org/10.1186/s12888-022-04466-1 [Google Scholar] [Crossref]

13. Gyamfi, G. (2020). Beyond motivation: Investigating Thai English major students’ grit. PASAA, 60(1), 60–96. https://doi.org/10.58837/CHULA.PASAA.60.1.3 [Google Scholar] [Crossref]

14. Hair, J. F. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). sage. [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. Jane R. Caulton. (2012). The Development and the Use of the Theory of ERG: A Literature Review. https://www.regent.edu/acad/global/publications/elj/vol5iss1/ELJ_Vol5No1.pdf#page=10 [Google Scholar] [Crossref]

17. Kang, L., & Jin, Y. (2020). A review of involution and its psychological interpretation. Filozofia Publiczna i Edukacja Demokratyczna, 9(1), 7–28. https://doi.org/10.14746/fped.2020.9.1.1 [Google Scholar] [Crossref]

18. Knekta, E., Runyon, C., & Eddy, S. (2019). One size doesn’t fit all: Using factor analysis to gather validity evidence when using surveys in your research. CBE—Life Sciences Education, 18(1), rm1. doi: https://doi.org/10.1187/cbe.18-04-0064 [Google Scholar] [Crossref]

19. Labasano, A. A., Pasinabo, C. F. T., Plana, J. L. F., & Caballo, J. H. S. (2025). Language attitude and L2 motivational self-system: The mediating effect of L2 grit. European Journal of English Language Teaching, 10(2). https://doi.org/10.46827/ejel.v10i2.6204 [Google Scholar] [Crossref]

20. 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: https://doi.org/10.1080/03043797.2021.2021861 [Google Scholar] [Crossref]

21. Mikami, H., & Shiozawa, T. (2024). A self-regulation perspective on L2 grit development and its impact on language achievement. Language Teaching Research. https://doi.org/10.1177/13621688241287501 [Google Scholar] [Crossref]

22. Moosa, M., & Aloka, P. J. O. (2023). Motivational Factors as a Driver for Success for First-Year Students at a Selected Public University in South Africa. Student Success, 14(1), 21–34. https://doi.org/10.5204/ssj.2415 [Google Scholar] [Crossref]

23. Nunnally, J., & Bernstein, I. (1994). Psychometric Theory 3rd edition. MacGraw-Hill, New York. [Google Scholar] [Crossref]

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

25. 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]

26. Teimouri, Y., Plonsky, L., & Tabandeh, F. (2022). L2 grit: Passion and perseverance for second-‎language learning. Language Teaching Research, 26(5), 893–918. https://doi.org/ 10.1177/1362168820921895 [Google Scholar] [Crossref]

27. Jane R. Caulton (2012). The Development and Use of the Theory of ERG: A Literature Review. (n.d.). Emerging ‎Leadership Journeys, Regent University, 5(1) Retrieved January 10, 2026, from ‎https://www.regent.edu/journal/emerging-leadership-journeys/alderfers-erg-theory-of-‎motivation/‎ [Google Scholar] [Crossref]

28. Tuan Ismail, T. N., Vadeveloo, T., Kamarunzaman, N. Z., Yusof, R., Mahamad Aziz, F. M., & Hanim Rahmat, N. (2023). Exploring Motivation for Learning Through Aldefer’s Theory. International Journal of Academic Research in Business and Social Sciences, 13(2). https://doi.org/10.6007/ijarbss/v13-i2/14453 [Google Scholar] [Crossref]

29. 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? Anesth Analg, 12595), 1797-1802. https://doi.org/10.1213/ane.0000000000002471 [Google Scholar] [Crossref]

30. Wang, T. C., Chen, W. T., Kang, Y. N., Lin, C. W., Cheng, C. Y., Suk, F. M., Chen, H. Y., Hsu, C. W., Fong, T. H., & Huang, W. C. (2021a). Why do pre-clinical medical students learn ultrasound? Exploring learning motivation through ERG theory. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-021-02869-4 [Google Scholar] [Crossref]

31. Wang, Q., & Chen, X. (2025). Exploring the status and influencing factors of L2 grit among EFL undergraduates in Guangxi, China. Asian Journal of Current Research, 10(3), 245–254. https://doi.org/10.56557/ajocr/2025/v10i39637 [Google Scholar] [Crossref]

32. Wu, Y. T., Foong, L. Y. Y., & Alias, N. (2022). Motivation and grit effects on undergraduate students’ English language performance. European Journal of Educational Research, 11(2), 781–794. https://doi.org/10.12973/eu-jer.11.2.781 [Google Scholar] [Crossref]

33. Xu, Q., & Hong, H. (2025). Emotional intelligence and language learning performance of ESL learners: Mediating effects of L2 grit and L2 motivation. Journal of Intelligence, 13(11), 146. https://doi.org/10.3390/jintelligence13110146 [Google Scholar] [Crossref]

34. Yang, Y., & Ling, Q. (2023a). The influence of existence–relatedness–growth need satisfaction and job burnout of young university teachers: the mediating role of job satisfaction. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1205742 [Google Scholar] [Crossref]

35. Zhu, M., Bonk, C. J., & Sari, A. R. (2019). Massive Open Online Course Instructor Motivations, Innovations and Designs: Surveys, Interviews and Course Reviews Motivations, innovations et conceptions des instructeurs de cours en ligne ouverts à tous : sondages, entrevues et évaluations de cours (Vol. 45, Issue 1). [Google Scholar] [Crossref]

36. Ziegenfuss, J. Y., Casey A. E., Jennifer M. D., Meghan M. J., Thomas E. K and Marna, C.. (202) 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