Background: Although previous researches have examined the direct effects of the personality trait of grit in predicting students' procrastination and engagement, its indirect effects have been less studied.
Aims: The general purpose of this study is to investigate the role of grit that directly or indirectly increases academic engagement and decreases academic procrastination.
Methods: The present study was descriptive and of correlation and structural equations. The statistical population of the study included all non-profit high school male students in Hamadan city in the academic year 1398-99. Based on the two-stage cluster sampling method, 500 students were selected and completed Duckworth and Quinn's (2007) Grit scale, Reeve's (2013) academic engagement scale, Solomon & Rothblum's (1984) academic procrastination, and Elliot, Murayama's, and Pekrun's (2011) achievement goal questionnaire. Data were analyzed using the structural equation statistical method and Spss24 and AMOS-26 software.
Results: The results showed that grit had a positive and significant effect on academic engagement with the mediating role of self-based and task-based development goals (β= 0.05, p<0.01). But grit did not have a negative and significant effect on academic procrastination with the mediating role of self-based and task-based achievement goals (β= 0.06, P= 0.68).
Conclusion: Self-based and task-based competencies can increase behavioral, cognitional, emotional, and agentic engagement in grittier students. But these competencies can't play a significant role in reducing procrastination.