Abstract
This study aims to provide fundamental insights into instructional strategies that improve the quality of inquiry learning among high school students. Specifically, it investigates the relationship between learners' agency, Grit, and the process of social problem-solving as a key component of inquiry learning. A questionnaire survey was administered to 94 high school students, and the collected data were analyzed using a two-way analysis of variance (ANOVA), with agency and Grit as independent variables and social problem-solving ability as the dependent variable. The results revealed a significant main effect of Grit, indicating that students with higher Grit exhibited significantly greater social problem-solving abilities than those with lower Grit. These findings highlight the necessity of providing support to learners with lower Grit to help them sustain perseverance in problem-solving. Furthermore, they suggest that fostering Grit is crucial for enhancing social problem-solving skills in educational settings.
https://ror.org/00menq219 
