academic grit, academic flow and academic thriving: mediating role of adaptive coping style

Academic flow and academic thriving are significant variables in students' academic achievement that require energy and constant effort in the face of new and challenging situations. accordingly, the prediction of academic flow and academic thriving based on motivational personality factors is one of the topics that is of great importance in educational psychology. this study aimed to examine the relationships between academic grit, academic flow and academic thriving mediated by adaptive coping style. the research sample was 300 high school students of minab, iran who were randomly selected by multi stage sampling. schreiner (2009) academic thriving questionnaire, yuwanto (2013) academic flow scale, skinner et al. (2013) academic coping styles and clark and malecki (2019) academic grit scale were used to collect data. results indicated that academic grit is directly related to adaptive coping style (b = .22, p < .05), to academic flow (b = .31, p < .01), and to academic thriving (b = .24, p < .01). also, the results of bootstrap analysis revealed a significant indirect relationship between academic grit and academic flow through adaptive coping style (b = .35, p < .05) and a significant indirect relationship between academic grit and academic thriving through adaptive coping style (b = .51, p < .01). in general, the findings showed that academic grit increase academic flow and academic thriving, directly and indirectly. consequently, academic grit is an important factor in improving students' academic flow and academic thriving.