The study examined the role of self-regulation; as a mediating
variable, in the relationship between grit and academic achievement. The
sample included 211 students from Sultan Qaboos University. The study
used a descriptive approach. To achieve the objectives of the study, two
scales used: self-regulation (Pintrich et al., 1991), and grit (Alhadabi et al.,
2019). The results of Baron & Kenny (1986) multiple regression analysis
showed a statistically significant effects of grit in self-regulation and
academic achievement, and statistically significant direct effects of self regulation on academic achievement. Moreover, the results showed that the
self-regulation mediated the relationship between grit and academic
achievement. The findings also showed a high level of self-organization, an
average level of grit, a good level of academic performance among Sultan
Qaboos University students, and a positive statistically significant
correlation between grit, self-regulation and academic achievement. The
findings also highlighted differences in level of both self-regulation and grit
attributable to the gender variable in favor of females, while there are no
statistically significant differences of academic achievement, and there are
no statistically significant differences between students of scientific colleges
and humanities colleges in the level of self-regulation, grit, and academic
achievement.