Examining the relationship between grit and academic achievement within K‐12 and higher education: A systematic review

A Meta-analysis of the relationship between growth mindset and grit

Growth mindset is one of the popular educational constructs with strong empirical ties to students' motivation and persistence in the academic context, which has been empirically linked to students' grit. Although a growing body of research suggests that growth mindset and grit are related in nuanced ways, a comprehensive and detailed portrait of this connection is needed to better understand how growth mindset is linked to grit. In this study, we systematically reviewed empirical research on growth mindset and grit among student population. Sixty-six eligible studies involving a total of 42,112 participants were examined. Using the robust variance estimation, we found that the correlations of growth mindset with grit/its facets were generally medium to strong (ρoverall grit = 0.19; ρinterest = 0.20; and ρeffort = 0.24, respectively). The p-curve analysis results suggested that cumulative studies contained evidential value (p < .001). We also investigated 11 potential moderators using meta-regression (covering study, participant, and measurement characteristics), and no significant moderators were observed in the associations between growth mindset and either facet of effort. A stronger growth mindset-overall grit association was observed in a collectivistic context. We concluded with a discussion of heterogeneity, limitations, and implications of meta-analyses.

The Evolving Role of Grit: Shifts in Depression Risk Among High- and Low-Grit Individuals During COVID-19

Background/Objectives: This study examined the relationship between grit-a measure of perseverance and diligence-and depressive symptoms in the context of the COVID-19 pandemic. While low levels of grit have typically been associated with increased vulnerability to mental health challenges, the pandemic introduced elements that may have altered this relationship. Methods: Using data from 5039 participants in the National Longitudinal Survey of Youth 97, one-way MANCOVAs were conducted to compare depressive symptoms across low-, moderate-, and high-grit individuals before and during the pandemic. Results: The findings show that in pre-pandemic periods, low-grit individuals displayed a significantly higher risk of depressive symptoms than their moderate- and high-grit counterparts. However, during the pandemic, this differential risk diminished, with higher-grit groups showing depressive symptoms comparable to those of lower-grit groups. Conclusions: These results suggest that public health crises entailing limited public mobility and social distancing may alter the traditional protective role of grit, prompting further investigation into how resilience factors interact with external stressors during times of widespread adversity.

Assessing the interactions between learning enjoyment, motivation, burnout, and grit in EFL students: a mixed-methods approach

This study examines the relationships among Foreign Language Learning Enjoyment (FLLE), L2 grit, academic burnout, and motivated behavior in English as a Foreign Language (EFL) learners, using a mixed-methods approach. A total of 534 Chinese undergraduate EFL learners participated in the quantitative phase, which used a cross-sectional survey, followed by narrative inquiry with 15 participants in the qualitative phase. Structural Equation Modeling (SEM) analysis revealed that FLLE positively influenced motivated behavior while reducing academic burnout. L2 grit mediated the relationships between FLLE, burnout, and motivation, indicating that enjoyment promotes perseverance and resilience. Burnout was found to negatively impact motivation, underscoring the role of emotional well-being in maintaining engagement. The qualitative findings further supported these results, offering insights into learners' experiences of joy, perseverance, and recovery from burnout. Participants described how moments of enjoyment reignited their long-term motivation, while grit helped them persevere through challenges. Burnout was linked to emotional exhaustion, but positive experiences often helped restore motivation. These findings offer a deeper understanding of the emotional and psychological factors influencing language learning success. The study provides important implications for educators, highlighting the need to create positive learning environments, promote resilience, and address burnout to support students' sustained commitment to language learning.

Association between grit and depressive symptoms among medical students, moderated by academic performance

Depression amongst medical students is a crucial matter. Grit, which is a potentially modifiable psychological factor, has been inversely linked to depressive symptoms. However, it remains unclear how grit is associated with depression. This study aims to examine the relationship between grit and depressive symptoms and to further investigate the potential effect modification by academic performance on the association between grit and depression among medical students. We focus on the total grit score and its subscales, namely perseverance of effort and consistency of interest. A cross-sectional study was conducted using data from second-year medical students at Tokyo Medical and Dental University in Japan from 2020 to 2023. The participants responded to questionnaire surveys comprising the Center for Epidemiologic Studies Depression Scale and the Short Grit Scale. Linear regression analysis was performed to assess the association between grit and depressive symptoms. We also tested for effect modification by first-year Grade Point Average (GPA) on the association between grit and depression. The total grit score and its subscales, perseverance of effort and consistency of interest, were all inversely associated with depressive symptoms (b =  -4.7 [95%CI - 6.7 to - 2.6], b =  -3.7 [95%CI - 5.3 to - 2.1], b =  -1.8 [95%CI - 3.5 to - 0.2], respectively). While the interaction term for the total grit score and GPA was not significant, the interaction term for perseverance of effort and GPA was significant, indicating that the association between perseverance of effort and depression was stronger among the higher-achieving students. The interaction term for consistency of interest and GPA was also significant, indicating that the association was stronger among the lower-achieving students. We reveal a novel aspect of the association between grit and depressive symptoms in light of academic performance. The findings will contribute to future research on depression amongst medical students.

Strategic Learning Strategies of Doctor of Physical Therapy Students

INTRODUCTION

The use of strategic learning strategies has been positively associated with academic performance in several graduate health profession programs. This finding suggests that it may be an important construct to explore in Doctor of Physical Therapy (DPT) education. The Learning and Study Strategies Inventory (LASSI) summarizes a student's perception and use of 10 learning and study strategies.

REVIEW OF LITERATURE

Although the LASSI has limited reporting in DPT education, other health care education programs have shown correlation with academic performance. The purpose of this study was to examine DPT students' early perceptions of strategic learning with descriptive summaries of LASSI data and examine correlations between demographic and admissions-related data.

SUBJECTS

Matriculated DPT students ( n = 294) at a 2-year hybrid program who completed the LASSI at orientation in 2020 and 2021.

METHODS

This was a descriptive study that retrospectively analyzed LASSI scores in entry-level DPT students. LASSI score differences among demographic groups and Spearman's rho correlations between the LASSI, Graduate Record Examination (GRE) scores, grade point averages, grit, and emotional intelligence (EI) were explored.

RESULTS

LASSI score means were in the 50th-75th percentile (moderate category) suggesting a need for further development in strategic learning. Group differences in LASSI scores were noted for gender identity (male higher Anxiety management, P < .001; female higher Attitude , P < .001, Time Management , P = .003, and Use of Academic Resources , P = .003), racial-ethnic minoritized group (higher S elf-regulation , P = .013), first-generation college students (higher Attitude , P = .047), physical therapy assistants (higher Information Processing , P = .047), students with a primary language other than English (higher Time Management , P = .046), and older students (higher Anxiety management, P = .026). Weak but significant correlations were identified between LASSI scale and component scores and several admissions variables. Highest correlations were with grit ( Will , ρ = 0.319, P < .001; Concentration , ρ = 0.312, P < .001), EI ( Will , ρ = 0.328, P < .001; Attitude , ρ = 0.302, P < .001; Self-regulation , ρ = 0.382, P < .001; Use of Academic Resources ρ = 0.331, P < .001), and quantitative GRE scores ( Anxiety management, ρ = 0.341, P < .001).

DISCUSSION/CONCLUSION

All LASSI scale scores and components were in the moderate category, potentially indicating a need to coach and develop strategic learning strategies. Group differences in LASSI scores may represent varied student needs. The weak relationship between LASSI scores and admissions variables could suggest that the constructs measured by LASSI are not currently captured through typical DPT admissions practices.

Exploring gender differences in the relations between passion, grit and flow

The current study sought to explore the association between passion, grit and flow and study possible differences between the genders in a sample of 529 adults in Norway. There were 323 females and 204 males. Passion was measured with the passion scale, Grit with the Grit-S scale, and flow with the General Flow Proneness scale. Results indicate that males score significantly higher on passion and flow, whereas females score higher on grit. Additionally, there were significant correlations between these constructs which differed between the sexes. Both passion and grit have been demonstrated to have a positive relationship with flow. To investigate which factor that has the strongest association with flow. We performed a multiple regression analysis. The results suggested that a model with passion and grit explained 33 % of the variation in Flow for the whole sample. Grit had the strongest relationship with flow while controlling for passion (β = 0.44). Passion had a significant and positive relationship with Flow while controlling for grit (β = 0.26). We further investigated the relative importance of passion and grit in predicting flow. Grit (lgm =0.67) was approximately twice as important as passion (lgm = 0.32) in predicting flow. These findings suggest that grit is a more critical factor in achieving flow, offering theoretical insights into how these constructs contribute to life satisfaction, well-being, learning, and achievement.

Grit and uncertainty: Grit predicts performance and West Point graduation during pandemic conditions

Grit, or the passionate pursuit of long-term goals, is an important predictor of performance and success across various domains, including within some military contexts. Whether grit predicts such outcomes at a military service academy during a multi-year period of prolonged uncertainty, however, is unknown. Using institutional data collected prior to the COVID-19 pandemic onset, we assessed how well grit, physical fitness test scores, and entrance examination scores predicted performance in academic, military, and physical domains, as well as on-time graduation for 817 cadets from the West Point Class of 2022. This cohort spent more than 2 years of their time at West Point functioning under the uncertainty of pandemic-related conditions. Multiple regression results showed that grit, fitness test, and entrance examination scores were all significant predictors of performance outcomes in the academic, military, and physical domains. Results from binary logistic regression showed that, in addition to physical fitness, grit scores significantly predicted graduation from West Point and accounted for unique variance. Consistent with results from pre-pandemic studies, grit was an important predictor of performance and success for West Point cadets even under pandemic conditions.

A Special Issue Introduction: The Intersection of Metacognition and Intelligence

What makes someone intelligent [...].

Does Grit Compensate for Family Background Disadvantage in Predicting Mental Health Difficulties? A Longitudinal Study of Chinese Migrant and Urban Children

The significant population of Chinese rural-to-urban migrant children has sparked considerable domestic and international concern regarding their disadvantaged family circumstances and their escalating prevalence of internalizing and externalizing problems. Derived from the resource substitution hypothesis, non-cognitive factors such as personality traits may act as "substitution" resources for educational outcomes of children from less privileged families. Yet, the compensatory role of personality traits as substitution resources in children's mental health has received limited attention, including that of migrant children. This study examined the interplay of trait-like grit and family SES on emotional and conduct problems among Chinese migrant and urban children. The current sample consisted of 770 migrant children (Mage = 10.45 and SDage = 0.68 years; 38.4% girls) and their 222 urban counterparts (Mage = 10.34 and SDage = 0.46 years; 45.5% girls). Moderated polynomial regressions with response surface analysis on a two-wave data with an interval of over six months showed that grit served as a "substitution" resource for the less socioeconomically advantaged children. The compensatory effect of perseverance of effort on urban children's emotional problems and that of consistency of interest on migrant children's conduct problems were visualized. Moreover, the two compensatory effects were found to be robust and unique, even after children's effortful control, a grit-related construct, was taken into account. These findings not only support the resource substitution hypothesis, but also underscore the protective role that grit plays in children under less privileged environments.

Reliability and validity of simple Chinese version of grit scale for elementary school students

BACKGROUND

The Grit scale (GS-12) is a widely used rating scale that assess passion and perseverance. The present study aimed to evaluate the reliability and validity of simple Chinese Version of Grit Scale (GS-SC) among Chinese adolescents.

METHODS

Seven hundred one primary school students were recruited as Sample 1. Item analysis and exploratory factor analysis (EFA) were conducted on Sample 1 to preliminarily examine the structure of the scale. Sample 2 consisted of 5,384 primary school students. Confirmatory factor analysis (CFA) and verification of reliability and validity were conducted on Sample 2 to establish a formal scale and further verify the psychometric properties by applying item response theory (IRT).

RESULTS

EFA and CFA revealed a clear two-factor structure. The results demonstrated that the Simplified Chinese Version of Grit Scale had adequate internal consistency and re-test reliability. GS-CS also showed good criterion-validity with personality, self-control, effort regulation and academic achievement. Furthermore, all the items show a acceptable fit to the GRM and have good discrimination (ranging from 2.13 to 3.45) and moderate difficulty(ranging from-1.58 to 0.95).

CONCLUSIONS

The reliability and validity of the GS-SC are good, indicating that the scale can be used as an effective tool for measuring the grit of primary school students in China.

The Relationship between Cognitive Factors and Noncognitive Factors, Including Grit, and NBCOT® Exam Performance

This retrospective study examined the predictive ability of cognitive and non-cognitive factors, including grit, on first attempt pass rate on the National Board for Certification in Occupational Therapy exam. A convenience sample of 226 graduates from six cohorts of one occupational therapy program was used. Binary logistic regression revealed that grit was not a significant predictor. Program grade point average and verbal and quantitative Graduate Record Examination scores were independent predictors of passing on the first attempt. These findings can be used to identify at-risk students who could benefit from support to increase student success on the licensure exam.

Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors

Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships between such intraindividual factors and the three outcomes. A total of 318 students (79 males; Mage = 22.7; SD = 3.56; age range = 19-45 years; 147 with SLDs) completed self-reported questionnaires and a measure of fluid intelligence. The results showed that students with SLDs reported higher creativity but lower academic self-efficacy, study resilience, and academic achievement, with small-to-medium effect sizes. In both groups, achievement significantly positively related to academic self-efficacy and negatively to creativity. Life satisfaction was positively related to study resilience; and academic satisfaction was related to critical thinking, curiosity, and academic self-efficacy. Nurturing such intraindividual factors can benefit students with and without SLDs.

I CAN Intervention to Increase Grit and Self-Efficacy: A Pilot Study

In recent years, there has been a growing interest in increasing motivational factors within the domain of psychology. Among these factors, Grit, Mindset, Self-Efficacy, and Well-Being (Flourishing) have been suggested to play an important role in individuals' performance and Well-Being. Thus, cultivating these factors in the general population is important. Previous interventions have displayed substantial effects in certain areas. However, these interventions have primarily been Mindset oriented. This paper presents a novel intervention approach by also emphasizing the importance of brain development; the importance of stimuli for building a network in the brain; the importance of repetition for strengthening the network; and the importance of perseverance and deliberate practice for achievement. The purpose of the current study was to examine the effects of a 35-40 min online intervention to increase the beliefs of 'I CAN' for 38 university students in Norway. The mean age of the 38 participants was 22.55 (SD = 1.59) and they completed a pre-test assessment of the Grit-S Scale, Theories of Intelligence Scale (Mindset), General Self-Efficacy Scale, and Flourishing Scale (Well-Being). This was followed up by the novel intervention and finally a post-test of the scales eight weeks later. The results showed an increase in Grit, Self-Efficacy, and Well-Being. However, only Grit displayed a significant increase. We aimed at creating an intervention where the participants would "turn on the switch", meaning that they develop stronger beliefs. These promising results warrant a further development of the intervention, and studies with a larger group.

The relationship of school performance with self-control and grit is strongly genetic and weakly causal

The non-cognitive skills self-control and grit are often considered predictors of school performance, but whether this relationship is causal remains unclear. We investigated the causality of this association using a twin design. Specifically, we evaluated the direct impact of self-control and grit on school performance, while controlling for genetic or environmental influences common to all three traits (i.e., confounding). Teachers of 4891 Dutch 12-year-old twin pairs (of which 3837 were complete pairs) completed a survey about school performance (school grades), self-control (ASEBA self-control scale), and the perseverance aspect of grit. Our analysis aimed to determine the direct impact of self-control and grit on school performance, while simultaneously controlling for genetic or environmental confounding. Establishing the regression relationship corrected for confounding supports the interpretation of the regression relationship as causal. In all analyses, we corrected for sex, rater bias of the teachers, and parental socioeconomic status. Initially, in the standard regression, self-control, and grit explained 28.4% of the school performance variance. However, allowing for genetic confounding (due to genetic pleiotropy) revealed that most of this association could be attributed to genetic influences that the three traits share. In the presence of genetic pleiotropy, the phenotypic regression of school performance on self-control and grit accounted for only 4.4% (i.e., the effect size association with the causal hypothesis). In conclusion, self-control and grit predict school performance primarily due to genetic pleiotropy, with a much smaller causal effect (R2 = 4.4%). This suggests that interventions targeting self-control and grit alone may yield limited improvements in school performance.

Association between Grit and depressive symptoms at the timing of job start among medical residents during the COVID-19 pandemic in Japan: a cross-sectional study

INTRODUCTION

The COVID-19 pandemic had an additional negative impact on the mental health of healthcare workers, including residents. Previous studies revealed that grit, which is an individual trait to achieve long-term goals unrelated to intelligence quotient, is not only positively associated with academic achievement and career success but also negatively correlated with depression. This study aimed to examine the association between grit and depressive symptoms among residents at the time of job start during the coronavirus disease 2019 (COVID-19) pandemic in Japan.

MATERIALS AND METHODS

This cross-sectional study used data from all post-graduate year 1 residents from March 2020 to April 2022 at Tokyo Medical and Dental University, Tokyo, Japan. Grit was measured by the Japanese version of Grit-S. The resident's depressive symptoms were assessed using the Center for Epidemiologic Studies Depression Scale. The association of interest was examined using logistic regression analysis.

RESULTS

Among 221 residents, 28 (12.7%) have depressive symptoms. One unit increase in Grit-S score after adjusting for age, sex, graduated university, and sleeping hours was associated with lower odds of having depressive symptoms by 63% (odds ratio [OR]: 0.37; 95% confidence interval [CI]: 0.19-0.74). Further, the perseverance of effort subscale score was associated with lower odds of having depressive symptoms after covariate adjustment (OR: 0.43; 95% CI: 0.22-0.84).

CONCLUSIONS

Higher grit scores were associated with lower odds of having depressive symptoms among residents at the timing of job start during the COVID-19 pandemic. Regular mental health assessment is particularly important for residents with low grit scores at entry.

The grit scale: Psychometric properties of the Ukrainian translation

The purpose of this work was to translate the Grit Scale into Ukrainian and to assess its construct validity and reliability. The original Grit Scale comprised 12 items, capturing two dimensions of grit: consistency of interest and perseverance of effort. The translation process involved two bilingual researchers utilizing the committee approach, ensuring accurate and linguistically equivalent translation. The translated items, along with instructions and response categories, are presented in this paper. Following pilot-testing with Ukrainian participants, two items were identified as having poor fit with the model and were subsequently removed. This process resulted in the 10-item Ukrainian version of the Grit Scale, which exhibited robust construct validity and reliability. Consequently, this version is considered a valid and reliable tool for assessing consistency of interests and perseverance of effort among Ukrainian adults.•We translated, adapted, and evaluated the psychometric properties of the Grit Scale in the Ukrainian language.•The Ukrainian version of the Grit Scale can be used to measure two dimensions of git: consistency of interests and perseverance of effort in Ukrainian adults.•However, further research is needed to strengthen the validation of this scale and its applicability in different contexts.

Modelling the associations between academic engagement, study process and grit on academic achievement of physical education and sport university students

OBJECTIVE

The present study examined the impact of academic engagement, study processes, and grit on the academic achievement of physical education and sport university students.

METHODS

An internet-based survey recruited 459 university students aged 19-25 years (M = 21 ± 1.3) in physical education and sports (PES) to fill out questionnaires on Physical Education-Study Process Questionnaire (PE-SPQ), Physical Education-Grit (PE-Grit), academic engagement (A-USEI), and Grade Point Average (GPA). A path analysis was carried out to understand variable relationships.

RESULTS

Data from each variable exhibited symmetrical and normal distribution, as indicated by the skewness and kurtosis values. The model's fit indices showed sufficient Comparative Fit Index (CFI = 0.92), Tucker-Lewis Index (TLI = 0.90), Goodness of Fit Index (GFI = 0.99) and Normed Fit Index (NFI = 0.90) and showed acceptable levels. The results indicated a statistically significant positive impact of engagement (β = 0.299, p < 0.001) and study processes (β = 0.397, p < 0.001) on academic achievement. However, the effect of grit on achievement was non-significant.

CONCLUSIONS

Academic engagement as well as study processes are two important factors predicting academic achievement while grit seems to be not a major predictor. Hence, physical education and sport faculty and university administrators should prioritize student engagement as a determinant of academic outcomes by reforming or redesigning physical education and sport curriculum modules that can facilitate engagement.

Correlations Between Mindset and Participation in Everyday Activities Among Healthy Adolescents

IMPORTANCE

Mindsets are personal beliefs that one's abilities and personality traits can be improved and modified through education and effort. It is known that mindsets contribute to behavior and achievements; however, research on mindsets in the context of participation is still lacking.

OBJECTIVE

To assess the correlations between mindsets and dimensions of participation among healthy adolescents and to explore the unique contribution of mindsets to the total explained variance of adolescents' participation diversity, frequency, independence, enjoyment, and satisfaction.

DESIGN

Cross-sectional.

SETTING

Community in Israel.

PARTICIPANTS

Healthy adolescents (N = 115; 63 females, 52 males) ages 11 to 16 yr (M age = 13.77, SD = 1.22) and their parents.

OUTCOMES AND MEASURES

The Mindset and Perseverance Questionnaire was used to assess mindsets regarding intelligence, emotions and behavior, and perseverance. The Adolescence Participation Questionnaire was used to assess participation in daily activities.

RESULTS

Mindset regarding emotions, behavior, and perseverance was positively and moderately associated with all participation measures aside from diversity. Mindset regarding intelligence was not associated with participation. The regression analysis indicates that the explanatory variables had a significant modest contribution of 6% to 13% to the total explained variance in adolescents' participation frequency, independence, and enjoyment. Of note, mindset regarding perseverance was found to be the main predictor.

CONCLUSIONS AND RELEVANCE

Mindsets and participation are correlated. Beliefs regarding perseverance and effort contribute significantly to various dimensions of adolescents' participation. Occupational therapy practitioners may find growth mindset theory capable of enriching interventions aimed at promoting adolescents' optimal participation. What This Article Adds: This is the first study to assess adolescents' mindset in the context of their participation. The findings demonstrate the significant contribution of mindsets regarding perseverance, effort, emotions, and behavior to participation in everyday activities among healthy adolescents. The findings can be incorporated into interventions aimed at promoting adolescents' optimal participation.

The relation between trait flow and engagement, understanding, and grades in undergraduate lectures

BACKGROUND

Much work has focused on inattention in the classroom, examining how episodes of task-unrelated thought (i.e., mind wandering) and engagement with various forms of media (e.g., media multitasking, smartphone use) influence retention of lecture material. However, considerably less work has examined factors that may positively influence attentiveness in lectures.

AIMS

We aimed to explore whether the trait-level tendency to experience 'flow'-defined here as the subjective experience of deep and effortless concentration-is related to in-class reports of engagement and understanding during undergraduate lectures, as well as academic performance.

SAMPLE

Participants were undergraduate students in Psychology at a University in Ontario, Canada.

METHODS

We measured trait flow (i.e., deep, effortless concentration) at the beginning of each semester, and assessed engagement and understanding during lectures via experience sampling probes throughout two semesters in several university courses. Experience sampling probes were presented intermittently using a laptop application. We also measured students' trait mind wandering and grit, and collected students' course grades.

RESULTS

The general tendency to experience deep, effortless concentration predicted engagement and understanding in lectures throughout the term, as well as final course grades, over and above students' grittiness and tendency to mind wander.

CONCLUSIONS

These findings suggest that the everyday tendency to experience flow extends to a classroom environment and has implications for academic success.

Grit, academic engagement in math and science, and well-being outcomes in children during the COVID-19 pandemic: A study in Hong Kong and Macau

There is evidence showing that the triarchic model of grit and its dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) predict engagement and well-being outcomes in high school and undergraduate students during the COVID-19 pandemic outbreak. However, there has been limited research on how this model of grit relates to engagement and optimal psychological outcomes in primary school students. This research investigates the association of grit's dimensions with academic engagement in math and science as well as well-being outcomes (i.e., positive emotions, negative emotions, and flourishing) in primary school students. Participants were primary school students (Mage = 10.42; SDage = 1.26) from Hong Kong (n = 279) and Macau (n = 124). Results showed that perseverance of effort positively predicted cognitive and behavioral engagement in math as well as positive emotions even after controlling for demographic covariates (i.e., age, gender, setting, and year level), conscientiousness, and achievement goal orientations. Adaptability to situations positively predicted cognitive and social engagement in math and flourishing. Consistency of interests negatively predicted both cognitive engagement in science and negative emotions. Indeed, this study indicates that perseverance and adaptability may facilitate children's positive academic and psychological functioning during the COVID-19 pandemic outbreak.

Assessment of the Short Grit Scale in patients with substance use disorder: Psychometric properties and patient characteristics

Background: Recovery from substance use disorder requires sustained effort and perseverance. Hence, the resilience factor of grit may be important for people in recovery. Little research has been conducted on grit in patients with substance use disorder (SUD), especially in a large and varied sample.Objectives: To analyze the psychometric properties of the Short Grit Scale (Grit-S) in patients with SUD and to use demographic and clinical characteristics to predict variance in Grit-S scores.Methods: Participants completed the Grit-S and other self-report measures. Psychometric properties of the Grit-S were assessed in outpatients (N = 94, 77.7% male) and a hierarchical regression predicted Grit-S variance in inpatients (N = 1238, 65.0% male).Results: The Grit-S demonstrated good internal consistency (α=.75) and strong test-retest reliability (adjusted r = .79, p < .001). Mean Grit-S score was 3.15, lower than other clinical samples reported in the literature. Regression modeling indicated a moderate, statistically significant association between demographic and clinical characteristics and Grit-S scores (R2 = 15.5%, p < .001). Of particular interest, the positive factor of recovery protection showed the strongest association with Grit-S of all variables assessed (β=.185 vs. β = .052-.175 for the remaining significant independent variables).Conclusion: The psychometric properties of the Grit-S in patients with SUD support its use in this population. Moreover, the particularly low grit scores among inpatients with SUDs and the association of grit scores with substance use risk and recovery factors suggest that grit could be useful as a treatment target in this population.

Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale

Academic procrastination is a complex behavior that hampers the cyclical process of self-regulation in learning, impeding the flow of actions necessary to achieve the goals and sub-goals that students have set out to attain. It has a high frequency of occurrence and has been linked to lessened student performance and a decrease in psychological and physical well-being. The objective of this study is to analyze the psychometric characteristics of a new academic procrastination scale MAPS-15 (Multidimensional Academic Procrastination Scale) applicable in self-regulated learning environments through a cross-validation study (exploratory factor analysis and confirmatory factor analysis). The sample consisted of 1289 students from a distance/online university, with a wide age range and sociocultural variability. The students completed self-reported online questionnaires on two dates: during the university access and adaptation phase and before the first period of compulsory exams. One-, two- and three-factor structures were tested as well as a second-order structure. The results support a three-dimensional structure of MAPS-15: core procrastination, a pure dimension of procrastinating behavior and difficulty in carrying out the action; poor time management, a dimension related to time organization and perceived control over time; and work disconnection, a dimension conceptually related to lack of persistence, and work interruptions.

Psychometric properties of the Arabic version of the Oviedo Grit Scale (A-EGO) in non-clinical adults from the general population

BACKGROUND

Given the high clinical utility of grit, and the lack of measures that assess this construct among the Arabic-speaking populations, we propose to examine the psychometric properties of an Arabic translation of the Oviedo Grit Scale (A-EGO) in terms of internal consistency, factor structure, convergent validity, and measurement invariance in a sample of Lebanese adults from the general population.

METHODS

We performed a cross-sectional, online study among 575 participants from the Lebanese general population (mean age = 26.28 years [SD: 8.83], 72.7% females). The unidimensional factorial structure of the A-EGO was analyzed by confirmatory factor analysis (CFA) using the MPlus8 program. The mean and variance adjusted weighted least squares (WLSMV) was used as the estimation method. The reliability of the scores, the evidence of validity in terms of measurement invariance and correlation with other variables were analyzed.

RESULTS

The present results show that the 10 items of the A-EGO loaded on one factor. The internal consistency was excellent in our sample, as evidenced by a Cronbach's alpha value of .93. Multi-group confirmatory factor analyses demonstrated invariance across gender, governorate, and marital status at the configural, metric and scalar levels. Additionally, A-EGO scores showed moderate and positive correlations with self-control (r = .442), conscientiousness (r = .478), and productiveness facet (r = .506), supporting the convergent validity of the A-EGO.

CONCLUSION

Our findings indicate that the A-EGO has good psychometric properties and can be recommended for the assessment of grit among the broader Arabic-speaking people worldwide. Making this scale available in the Arabic language will hopefully foster research in this area in Arab countries.

Validation of L2 grit among Chinese EFL high school students and its enduring effect on achievements: A bifactor model approach

The current study seeks to validate L2 grit measure among 637 Chinese senior middle school students using a bifactor modeling approach. To do so, we first assessed and compared four alternative measurement models including CFA, bifactor CFA, ESEM, and bifactor ESEM models. Among these models, CFA exhibited the poorest fit to the data collected from the sample. ESEM showed partial fit to the data with a slightly lower factor correlation between two components of L2 grit (i.e., perseverance of effort and consistency of interest) than CFA. Two bifactor models (bifactor CFA and bifactor ESEM) demonstrated excellent fits to the data. The more parsimonious bifactor CFA model was selected as the optimal one. Based on the bifactor CFA model, we confirmed measurement invariance across gender and predictive validity of L2 grit on subsequent language achievements. Based on these findings, methodological and pedagogical implications were discussed.

Adaptation and Testing of the Factorial Structure of the Physical Education Grit Scale for Use in Secondary Education in Spain

The challenges faced by students during Physical Education classes embrace both physical and academic aspects. Therefore, each individual possesses a series of internal psychological mechanisms, such as Grit, which allow them to adapt and overcome the vicissitudes. However, there are no scales that assess Grit in Span. Thus, the aim of the present study is to test the factor structure of the Physical Education Grit Scale in Span of Physical Education classes. For this purpose, 857 secondary school students took part in the present study. In order to test the factor structure, a confirmatory factor analysis, an exploratory factor analysis, an analysis of the reliability of the questionnaire and an analysis of temporal stability were carried out. The results showed that the factor structure consisted of two factors and four sub-factors (χ²/df = 2.17 (p = 0.001); CFI = 0.96; TLI = 0.96; IFI = 0.96; RMSEA = 0.051; SRMR = 0.037). In addition, the reliability and temporal stability analyses showed acceptable indices. Based on these results, evidence of reliability and validity of the Physical Education Grit Scale in Span of Physical Education is provided.

The Role of Grit in Organizational Performance During a Pandemic

In the context of the organizational crisis caused by COVID-19, scholars and professionals have focused on factors that help employees stay at their jobs and perform well. In an uncertain era, grit is a significant employee and organizational sustainability trait. Using 890 responses, this study determined how grit affects organizational performance and used contingencies including supportive climate and transformational leadership as moderators. The hypotheses were tested by examining the relationship between grit and organizational performance and the moderating effects of supportive climate and transformational leadership. Further, these hypotheses were supported by confirmatory factor analysis, PROCESS macro analysis, and bootstrapping. Grit was found to be positively associated with organizational performance; meanwhile, supportive climate and transformational leadership strengthen the relationship between grit and performance. Both theoretical and practical implications of the findings are discussed. This study makes a theoretical contribution through its assessment of the impact of grit on organizational performance. Trait activation theory can explain how grit can be expressed through organizational climate and leadership. With regard to practice, grit can be used as a vital factor for personnel selection and a supportive climate should be provided to ensure a desirable organizational climate.

The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis

Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distress, online self-regulated learning, study-related emotions), and (ii) the effect of time, intraindividual factors, online self-regulated learning, and study-related emotions on distress and achievement over the following three exam sessions. A total of 331 university students took part in the study during the first Italian nationwide lockdown (T1; March–May 2020). Of those, 121 also completed at least one follow-up (T2: August 2020; T3: September 2020; T4: February 2021). At T1, study-related dispositions and soft skills were positively associated with online self-regulated learning and study-related emotions, while study-related dispositions were also negatively associated with general distress. Intolerance of uncertainty was associated positively with general distress and negatively with study-related emotions. Longitudinal effects of T2 and T3 for intolerance of uncertainty and study-related emotions were observed for distress, while those for T4 were study-related dispositions for achievement. Nurturing intraindividual factors can help students cope with a prolonged stressful situation such as a pandemic.

Validación de la estructura psicométrica de las escalas Grit-O y Grit-S en el contexto colombiano y su relación con el éxito académico

Dentro de los constructos que se han estudiado en los últimos años como predictores del desempeño académico se encuentra el factor grit. En la presente investigación se realizaron dos estudios con el objetivo de adaptar y validar la escala Grit-O a un contexto colombiano, así como determinar la validez de criterio de la escala Grit-S por medio del desempeño académico en estudiantes universitarios. En el primer estudio (n = 500) se realizó un análisis factorial exploratorio a través de un método de extracción de mínimos cuadrados no ponderados y un análisis factorial confirmatorio a través de un método de extracción de máxima verosimilitud. Los análisis arrojaron adecuados índices de validez y confiabilidad para las dos escalas (Grit-O y Grit-S) —siendo Grit-S la que presentó mejores índices de ajuste—, y la distribución de ítems por factor de la escala coincidió con la validación original. Sin embargo, los dos factores —perseverancia en el esfuerzo y consistencia en el interés— no se agruparon bajo el constructo grit. En el segundo estudio (n = 89) se observó la relación existente entre la puntuación obtenida en la escala Grit-S y diferentes indicadores de desempeño académico —promedio, número de materias perdidas, entre otros—. Para esto, se realizó un análisis de correlación y de regresión lineal múltiple, tras lo cual se encontraron correlaciones moderadas entre el puntaje total de la escala Grit-S y sus dos componentes con las medidas de desempeño académico. En el análisis de regresión se encontró que el puntaje total de la escala es mejor predictor del desempeño académico (.016**) que el puntaje de cada uno de los componentes de la escala por separado. Al final, en la discusión se comparan los hallazgos con validaciones realizadas en otros países y se dan algunas recomendaciones respecto al uso de la escala.

The Relationship between Changes in GRIT, Taekwondo Ability, and Academic Achievement of University Students Majoring in Science and Engineering and Participating in Taekwondo Class

GRIT, which was conceptualized by the American psychologist Duckworth, was designed by grouping growth (G), resilience (R), intrinsic motivation (I), and tenacity (T), which means continuing to be patient and put in effort to achieve goals without being frustrated by adversity or failures experienced in the process of striving toward one's goals. The purpose of this study was to determine GRIT changes caused by participation of students majoring in science and engineering in taekwondo class. Effects of taekwondo ability on GRIT and academic achievement were also examined to determine structural relationships among taekwondo ability, GRIT, and academic achievement. We selected a total of 305 students (204 participants and 101 non-participants) as research subjects and conducted a GRIT (preliminary) measurement. After one-year of taekwondo class, we collected and statistically processed the data of GRIT (post) measurement, taekwondo ability, and academic achievement of the participants. Reliability analysis, technical statistics, paired sample t-test, correlation analysis, and path analysis were performed. Changes in the GRIT values of the participants were found to be greater than those of non-participants. It was also found that taekwondo ability, GRIT, and academic achievement had significant correlations with each other. Finally, it was found that the higher the taekwondo ability, the higher the academic achievement and the higher the GRIT. Moreover, the higher the GRIT, the higher the academic achievement. Taekwondo training increased the GRIT values of participants. In addition, the taekwondo ability had positive effects on GRIT and academic achievement. GRIT also had a positive effect on academic achievement. Thus, there were structural relationships among taekwondo ability, GRIT, and academic achievement.

True Grit in Learning Math: The Math Anxiety-Achievement Link Is Mediated by Math-Specific Grit

In this study, we tested a possible mechanism of the association between math anxiety and math achievement: the mediating role of math-specific grit (i.e., sustaining effort in the face of adversity when learning math). In Study 1, a sample of 10th grade students (N = 222) completed a battery of personality and attitude questionnaires, and math achievement was indexed by curriculum-based examination scores. Mediation analyses indicated that math-specific grit, but not domain-general grit, mediated the relationship between math anxiety and math achievement. In Study 2, we replicated and extended the above findings with another sample of 11th grade students (N = 465). Mediation analyses indicated that math-specific grit and math-specific procrastination played sequential mediating roles in the relationship between math anxiety and math achievement. That is, individuals with higher math anxiety were less gritty in math learning, possibly further leading them to be more procrastinated in performing math work, which may finally result in worse math achievement. In summary, the current study provides the first evidence that math-specific grit may mediate the relationship between math anxiety and math achievement. Furthermore, it also demonstrated the value of math-specific grit over domain-general grit in predicting math success, which invites a broader investigation on subject-specific grit.

Beyond Passion and Perseverance: Review and Future Research Initiatives on the Science of Grit

Grit, which is originally conceptualized as passion and perseverance for long-term goals, has been associated with optimal performance. Although previous meta-analytic and systematic reviews summarized how grit relates to performance outcomes, they possess considerable shortcomings, such as (a) absence of summary on the association of grit with well-being outcomes; (b) absence of discussion on social, psychological, and emotional mechanisms linking grit to well-being; and (c) lack of elaboration on how alternative models can resolve fundamental problems in the grit construct. This integrative review provides a comprehensive summary on the link of grit to performance and well-being outcomes. Importantly, it elaborates how alternative models can potentially address flaws in the existing grit theory. Future research directions are discussed on how to move forward the science of grit.

Putting the Goal Back into Grit: Academic Goal Commitment, Grit, and Academic Achievement

Grit has recently been challenged for its weak predictive power and the incompleteness of its measurement. This study addressed these issues by taking a developmental, person-oriented approach to study academic-related goal commitment and grit and their effects on academic achievement. Using longitudinal data among Finnish eighth and ninth graders (n = 549, 59.4% female, age = 14-16), the longitudinal changes in grit and academic goal commitment profiles were investigated through latent profile and latent transition analyses. Four profiles were identified across two grades: High committed-persistent and moderate consistency (~17%), Moderate (~60%), Low committed-persistent and moderate-low consistency (~8%) and Extremely low committed-persistent and moderate-low consistency (~12%). The students in the High committed-persistent and moderate consistency profile had the highest academic achievement of all the profiles when controlled for gender, socioeconomic status, conscientiousness, and academic persistence. The results revealed that students' profiles changed between the eighth and ninth grades, with more than one-third of the High committed-persistent and moderate consistency adolescents dropping from this group. Further analysis showed that the profiles varied by educational aspiration, gender, and socioeconomic status. These findings imply that the combination of grit and academic goal commitment influences academic achievement; however, this combination is less common, unstable, and affected by internal and external factors. The study provided important implications on the weak grit effect and the ways to improve it.

Associations of chronotype, Big Five, and emotional competences with perceived stress in university students

This study aimed to investigate the associations between individual difference factors (chronotype, Big Five, emotional competences) and perceived stress in French university students. In total, 362 students agreed to take part (M _age = 20.19 ± 1.75 years). Participants completed the Caen Chronotype Questionnaire, Big Five Inventory, the Profile of Emotional Competences, and the Perceived Stress Scale. Results showed that chronotype amplitude (+), eveningness chronotype (+), neuroticism (+), conscientiousness (-), and intrapersonal emotional competences (-) were important for perceived stress. These findings have theoretical and practical implications in terms of identifying students who might benefit most from stress management interventions.

Peer Attachment and Academic Procrastination in Chinese College Students: A Moderated Mediation Model of Future Time Perspective and Grit

Although prior research has considerably documented the prevalence and correlates of academic procrastination in college students, relatively little is known about the role of longer volitional processes of goal striving, such as grit, on academic procrastination; moreover, the knowledge about direct and interactive effects of social context and personal characteristic on facilitating grit, which in turn mitigate academic procrastination, are still underexplored. Given these gaps in the existing literature, the current study, more exploratory in nature, investigates a moderated mediation model of future time perspective and grit in the association between peer attachment and academic procrastination in Chinese college students. A total of 1,098 undergraduate students (43.2% girls) aged from 18 to 25 were involved in the current study, and participants were asked to fill in a battery of self-report questionnaires. Results indicated that (a) peer attachment was negatively and significantly associated with academic procrastination; (b) grit partially mediated the association between peer attachment and academic procrastination; more precisely, peer attachment was positively associated with grit, which in turn was negatively linked to academic procrastination; and (c) future time perspective moderated the association between peer attachment and grit; more specifically, for students with low levels of future time perspective, the association between peer attachment and grit turned out to be significantly negative. These findings suggest that interventions targeting the enhancement of peer attachment and grit may prevent or reduce academic procrastination, and college students who regard future orientation as pessimistic should be paid specific attention by university-based counseling services.