There is a dearth of research on how alternative models of grit predict well-being outcomes. In this research, we examine associations among the "Triarchic Model of Grit" dimensions (i.e. perseverance of effort, consistency of interests, and adaptability to situations) and positive and negative emotions. We also explore the mediating role of social-emotional learning in these relationships. Data collected from 1351 high school students from the Philippines showed that "perseverance" and "adaptability" were positively related to social-emotional learning, while "consistency" was negatively associated with social-emotional learning. Further analysis showed that "perseverance" and "adaptability" were indirectly related to positive emotions via social-emotional learning. Overall, these findings demonstrate the need to adopt culturally-sensitive models of grit for student populations in Asian cultural contexts.