Integration of Grit, Cognitive Ability, and Emotion in the Process of Writing Literacy Acquisition in Online Learning
Keywords: Social-Emotional, Student character, Teacher Approach
Abstract
Online learning requires students to possess a high level of self-regulation in the process of acquiring academic writing literacy. The complexity of writing tasks, limited direct interaction, and demands for independent learning mean that success in writing literacy is determined not only by cognitive abilities but also by non-cognitive factors such as grit and emotion. This study aims to examine the integration of grit, cognitive ability, and emotion in the process of writing literacy acquisition in online learning in higher education. This research employed a descriptive qualitative approach involving students of a Master’s Program in Primary Education. Data were collected through in-depth interviews, written reflections, and document analysis of academic writing tasks, and were analyzed using thematic analysis. The findings indicate that cognitive ability plays a crucial role in idea planning, argument organization, and integration of scholarly sources. The sustainability of the writing process is influenced by grit, reflected in perseverance, consistency of goals, and resilience in facing challenges during online learning. Emotion functions as both a mediator and moderator influencing student engagement; positive emotions enhance persistence and writing quality, while negative emotions may hinder the writing process if not managed adaptively. The integration of grit, cognitive ability, and emotion forms a dynamic and sustainable writing literacy process in online learning. These findings emphasize the importance of online learning designs that systematically integrate cognitive and non-cognitive reinforcement to support students’ academic writing literacy.
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