International Journal of Research Studies in Management
CollabWritive Special Issue
2025 Volume 13 Issue 3
Available Online: 20 May 2025
Author/s:
Wu, Jingshan*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Lopez, Elna
Lyceum of the Philippines University – Batangas, Philippines
Abstract:
In the context of increasing academic stress and China’s “double reduction” policy, this study examines the relationships among future self-continuity (FSC), intentional self-regulation (ISR), and academic grit (AG) among Chinese junior high school students. A total of 993 students from six schools across two provinces participated in a descriptive survey using validated instruments. Results show that students exhibit low levels of FSC and moderate levels of ISR and AG. Demographic variables such as birthplace, parental education, occupation, and family income significantly influence these traits. Correlational analyses revealed significant positive associations among FSC, ISR, and AG. Regression analyses further demonstrated that both FSC and ISR significantly and positively predict academic grit. These findings suggest that students with a stronger sense of connection to their future selves and better self-regulation abilities are more likely to persevere in academic tasks. Based on the results, an intervention framework is proposed to enhance students’ future orientation and self-regulation skills, thereby improving their academic grit. This study provides empirical support for the integration of psychological development strategies in educational practices to foster long-term academic persistence among Chinese adolescents.
Keywords: future self-continuity, intentional self-regulation, academic grit, junior high school students, educational psychology
DOI: https://doi.org/10.5861/ijrsm.2025.25053
Cite this article:
Wu, J., & Lopez, E. (2025). Future self-continuity, intentional self-regulation, and academic grit among Chinese junior high school students. International Journal of Research Studies in Management, 13(3), 265-286. https://doi.org/10.5861/ijrsm.2025.25053
* Corresponding Author