Building Grit: The Longitudinal Pathways between Mindset, Commitment, Grit, and Academic Outcomes

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 influence of positive parenting and positive teacher-student relationships on learning engagement of Korean middle school students-the mediating role of grit

BACKGROUND

The prevalence of "education fever" in South Korea has subjected students to the pressures of intense academic competition. Consequently, educators face significant challenges in reducing academic burnout and enhancing learning engagement among students. This study aims to explore the influencing factors and internal mechanisms of learning engagement among South Korean middle school students, considering both external factors (parents and teachers) and internal factors (grit).

METHODS

This study surveyed 2,590 Korean middle school students (1,405 boys and 1,185 girls) to explore the mediating effect of grit (including Grit - PE and Grit - CI) between positive parenting style, positive teacher - student relationships, and learning engagement. Participants were assessed with the Positive Parenting Scale, the Positive Teacher - Student Relationships Scale, the Grit Scale, and the Learning Engagement Scale. Correlations between variables were analyzed by Pearson correlation analysis, and mediation analyses were performed with AMOS 21.0 software.

RESULT

Positive parenting and positive teacher-student relationships significantly predicted learning engagement. Grit played a fully mediating role between positive parenting and learning engagement, and a partial mediating role between positive teacher-student relationships and learning engagement. Grit-PE and Grit-CI each played a partial mediating role between positive parenting and student engagement. The predictive power of Grit-PE for learning engagement is significantly greater than that of Grit-CI.

CONCLUSION

The findings of this study suggest that to improve Korean middle school students' learning engagement, interventions could consider factors such as the external environment of family and school, as well as the internal development of a gritty personality.

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.

Does using multiple strategies enhance preschoolers' persistence in a challenging task?

Persistence, characterized by continued efforts in the face of difficulties, is crucial for children's success. Many researchers have aimed to identify the factors that improve persistence. Previous research has found that children who use more strategies to solve a challenging task tend to exhibit greater persistence, suggesting that providing instructions for multiple strategies may enhance their persistence. Therefore, this study examined whether telling strategies through verbal instructions and demonstrations affected persistence in 4- and 5-year-old children using an unachievable persistence task. In preregistered Study 1 (N = 150), we instructed children to focus on multiple strategies or a single strategy in a direct or pedagogical manner during the task. No substantial effects of telling strategies through verbal instructions were found on the children's persistence and strategy use. In Study 2 (N = 54), demonstrating strategies did not affect children's persistence; however, demonstrating multiple and single strategies increased and decreased children's number of strategies, respectively. Thus, telling strategies through demonstrations, rather than verbal instructions, affected the number of strategies used by the children; however, the number of strategies used did not affect persistence. An exploratory analysis was conducted to examine why the number of strategies was not related to persistence. We found that independently devising new strategies, rather than following instructions, affected persistence. Furthermore, this relationship was replicated in Study 3 (N = 30). Our findings suggest that children are likely to persevere in challenging tasks by independently devising new strategies rather than following instructions.

Construct Validity, Longitudinal Measurement Invariance, Incremental Validity, and Predictive Validity of the Original Grit Scale in Chinese Young Adults

Although many studies have attempted to validate grit scales because of the construct's popularity, most have considered the shorter rather than the longer Original Grit Scale (Grit-O). We examined the Grit-O's construct validity, longitudinal measurement invariance, incremental validity for academic performance, and longitudinal predictive validity for subjective well-being among young Chinese. We used a cross-sectional sample of 3,322 college students and a longitudinal sample of 1,884 college students, tested twice over 10 months. The first-order factor model fit the data better than other models and showed partial configural and metric measurement invariance over time. Grit and its two facets longitudinally predicted subjective well-being (i.e., life satisfaction, happiness, positive affect, negative affect, and depression) but had negligible incremental validity for two semesters' grades after controlling for conscientiousness. So, while the Grit-O could be a useful construct for young adults, its predictive value overlaps with a better-established construct, conscientiousness.

Association between grit and insomnia: A population-based study

BACKGROUND

This study aimed to investigate the association of the grit scale, a personality trait characterized by perseverance and passion, with both the presence and the severity of insomnia in the Korean adult population.

METHODS

A nationwide population-based cross-sectional survey was conducted through face-to-face interviews using structured questionnaires between September and December 2018 in Korea. Grit was assessed by using the 8-item Short Grit Scale. Participants were categorized into insomnia and non-insomnia groups based on a threshold of 10 on the Insomnia Severity Index (ISI). The association between girt and insomnia was analyzed using multiple linear regression and multivariable logistic regression, controlling for sociodemographic factors, lifestyles, and comorbidities.

RESULTS

A total of 2453 participants (49.9 % male; aged 19-92 years) were enrolled in the study. Individual grit scores ranged from 1.75 to 5.00 points (mean [SD], 3.27 [0.42]), and insomnia was present in 16.5 % of the population. The insomnia group exhibited lower grit score compared to the non-insomnia group (3.11 [0.40] vs. 3.30 [0.42], p < 0.001, Cohen's d = 0.46). Grit was negatively associated with ISI scores (β = -0.15, 95 % CI = -0.19, -0.11, p < 0.001) and with having insomnia (OR 0.40, 95 % CI = 0.30, 0.55, p < 0.001), after controlling for covariates.

CONCLUSIONS

Individuals with higher grit were less likely to have insomnia. Clinicians should consider personality traits, such as grit, in the evaluation and the management of insomnia.

Two Randomized Controlled Trials to Help Teachers Develop Physical Education Students' Course-Specific Grit-Perseverance and Mental Toughness

Adopting both a self-determination theory perspective and a proactive, asset-oriented approach to coping with stressors, we propose a hypothesized model to explain physical education students' year-long development of course-specific grit-perseverance (Study 1) and mental toughness (Study 2). In both studies, we used a randomized controlled trial research design with longitudinally assessed dependent measures (four waves) to test a hypothesized model in which teacher participation in an autonomy-supportive teaching workshop (experimental condition) would increase students' T2 perceived autonomy-supportive teaching and T2 perceived autonomy-supportive classmates, both of which would increase T3 need satisfaction, which would then explain longitudinal gains in students' T4 grit-perseverance (Study 1) and mental toughness (Study 2). In both Study 1 (57 teachers, 3,147 students) and Study 2 (38 teachers, 2,057 students), a multilevel structural equation modeling analysis showed that the hypothesized model fit the data very well. We conclude that the developmental roots of grit-perseverance and mental toughness can emerge proactively out of the asset-oriented experiences of interpersonal support and psychological need satisfaction that are central to self-determination theory.

Examining different motivational patterns in individualized learning

Past research on situated expectancy-value theory has regularly provided evidence of different motivational patterns indicating that not only can students be characterized by different levels of motivation (e.g., low vs. high), but also by divergent profiles (e.g., high success expectancies, low task values). This person-oriented two-wave study (a) identified and compared the motivational patterns of secondary school students from different learning environments (i.e., Student-Centered Learning vs. Teacher-Directed Learning), (b) analyzed the stability of and changes to these patterns during a school year, and (c) examined whether achievement-related choices and performance predicted the pattern changes. Using data from German secondary school students (T1: N = 1153; M = 13.97 years, SD = 1.37; 49% girls) multigroup latent transition analysis revealed four different motivational patterns, including a (a) High Motivational pattern, (b) Medium Motivational pattern, (c) Low Motivational pattern, and (d) Highly Confident/Hardly Interested pattern. The distribution of these patterns differed significantly between students from Student-Centered-Learning and Teacher-Directed-Learning environments. Approximately 47% of students in Teacher-Directed Learning were in the low motivational class whereas the Student-Centered Learning environment exhibited approximately half of that number. The extremely stable nature of these classes highlights the strong relevance of the educational context for student motivation and supports situated expectancy-value theory.

The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers

Introduction

Grit, a combination of enduring effort and persistent interest, is key to long-term goals. The training of preservice physical education (PE) teachers is vital for child development, emphasizing the need to assess their resilience and commitment. However, research is limited regarding how grit influences motivation and achievement goals in PE. The purpose of this study was to explore how the grit dimensions of preservice PE teachers impact their motivation and achievement goals, which may subsequently shape their future career intentions of becoming PE teachers.

Methods

A total of 279 preservice physical education (PE) teachers (69.5% males; 26.9% PE graduate program) from five South Korean universities participated in the study. They completed validated questionnaires measuring grit, motivation, achievement goal orientations, and career intentions. Descriptive statistics, correlation analysis, and structural equation modeling (SEM) were used to examine variable relationships and test the hypothesis model.

Results

Correlation analysis indicated a spectrum of relationships between facets of grit (perseverance of effort and consistency of interests), motivational parameters, and career intention, with both positive and negative correlations ranging from weak to moderate (r ranging from 0.119 to 0.425, p < 0.05-0.01). SEM confirmed the model's goodness-of-fit (χ2/df = 1.928, RMSEA = 0.058, IFI = 0.92, TLI = 0.91, CFI = 0.92). Path analysis showed that both perseverance of effort and consistency of interests significantly influenced motivational mechanisms (β ranging from -0.34 to 0.57, p < 0.05-0.01), both directly and indirectly, which then notably impacted career intentions (β = 0.10, p < 0.05). Notably, both grit dimensions significantly impacted mastery approach goals (β ranging from 0.49 to 0.56, p < 0.01). Mastery approach goals, in turn, had a substantial impact on intrinsic motivation (β = 0.27, p < 0.01), which subsequently significantly influenced career intentions (β = 0.32, p < 0.01).

Conclusion

The study illuminated the complex relationships between grit dimensions, motivation, achievement goals, and career intentions of future PE teachers. SEM validation confirmed grit's direct and indirect influence on goal orientations and motivation, underscoring the importance of incorporating grit-building strategies alongside mastery approach goals in preservice PE programs to enhance resilience, dedication, and long-term career commitment.

Validation and Psychometric Properties of the Original Grit Scale (Grit-O) Among Cambodian Adolescents

Background

Cambodian youth face many unique challenges, such as high instances of poverty and intergenerational trauma. Grit, a person-level trait defined as having "perseverance and passion for long-term goals", may be particularly important in helping Cambodian youth to succeed despite the extreme challenges they face. To date, the Original Grit Scale (Grit-O) has not been translated in Khmer or validated for a sample of Cambodian youth.

Purpose

This study aimed to assess the reliability and validity of a Khmer translation of the Original Grit Scale (Grit-O) among urban Cambodian youth.

Research Design

A cross-section survey battery -including Grit-O and other relevant covariates -was administered to Cambodian youth.

Study Sample

Data were collected from 580 Cambodian adolescents (Mage = 15.85 years, SDage = 2.05, 63.7% female).

Data Collection and Analysis

Paper and pencil surveys were sent home from school with each participant and returned to the study team the next day. Analyses included calculating Cronbach's alphas, interitem correlations, correlations with relevant covariates and both a confirmatory and exploratory factor analysis.

Results

Cronbach's alphas and interitem correlations indicated that the full scale was not reliable for this sample, and that reliability improved when two items (I become interested in new pursuits every few months -reverse-scored and I finish whatever I begin) were excluded. The subscales Consistency of Interests and Perseverance of Effort were more reliable than the full scale. Correlations with relevant covariates indicated that the full scale was moderately valid. Factor analyses suggested that items 6 and 7 did not load well onto either identified factor.

Conclusions

Investigators measuring grit in a sample of Cambodian youth should consider excluding items 6 and 7 of Grit-O, and assessing the two subscales on their own, rather than treating them as indicators of a single higher-order construct.

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.

Similarity in functional connectome architecture predicts teenage grit

Grit is a personality trait that encapsulates the tendency to persevere and maintain consistent interest for long-term goals. While prior studies found that grit predicts positive behavioral outcomes, there is a paucity of work providing explanatory evidence from a neurodevelopmental perspective. Based on previous research suggesting the utility of the functional connectome (FC) as a developmental measure, we tested the idea that individual differences in grit might be, in part, rooted in brain development in adolescence and emerging adulthood (N = 64, 11-19 years of age). Our analysis showed that grit was associated with connectome stability across conditions and connectome similarity across individuals. Notably, inter-subject representational similarity analysis revealed that teenagers who were grittier shared similar FC architecture with each other, more so than those with lower grit. Our findings suggest that individuals with high levels of grit are more likely to exhibit a converging pattern of whole-brain functional connectivity, which may underpin subsequent beneficial behavioral outcomes.

Grit is associated with decreased mental health help-seeking among student veterans

Objective: To examine the role of grit as a mediator of the relationship between student-veteran status and not seeking mental health help. Participants: A diverse and nationally representative sample of students (8,203 women, 4,934 men) from 18 U.S. colleges and universities included in the Understanding Student Distress and Academic Success study was used. Method: Data were analyzed using structural equation modeling to assess associations between military service, grit, and help seeking. Results: Military service was positively associated with both facets of grit: consistency of interests (CI) and perseverance of effort (PE). CI, but not PE, mediated the relationship between military service and never having sought mental health help. Conclusions: These results suggest that grit mediates the relationship between military service and not seeking mental health help. Interventions for student-veterans that emphasize the utility of mental health treatment may be useful to diminish the negative influence of grit on help-seeking.

Association of Grit With Postoperative Knee Outcomes and Physical Function After ACL Reconstruction in Adolescent Athletes

BACKGROUND

Grit is the disposition to strive for long-term goals despite setbacks and challenges. Given the lengthy, arduous process of rehabilitation after anterior cruciate ligament reconstruction (ACLR), an athlete's grit may predict postoperative outcomes across time.

PURPOSE/HYPOTHESIS

The primary aim of the study was to evaluate the relationships between baseline (preoperative) grit and postoperative knee outcomes across the year after ACLR among adolescents. We hypothesized that athletes with more grit would achieve better postoperative outcomes over time than less gritty athletes.

STUDY DESIGN

Cohort study; Level of evidence, 2.

METHODS

All participants completed the Short Grit Scale, the Pediatric International Knee Documentation Committee (Pedi-IKDC) Scale, the Lysholm Knee Scoring Scale, the Patient-Reported Outcomes Measurement Information System (PROMIS) pediatric scale for pain interference and mobility, the Hospital for Special Surgery Pediatric Functional Activity Brief Scale (HSS Pedi-FABS), and the Quality of Life in Neurological Disorders (NeuroQoL) Lower Extremity Function Short Form at a preoperative appointment and then again at approximately 3, 6, and 12 months after ACLR. We constructed linear mixed models to assess the relationships between baseline grit, time, age, sex, and postoperative outcome measures (statistical significance of α = .05).

RESULTS

We included 137 participants (mean age 15.8 ± 2.74 years, 70% female) from a prospective registry of athletes undergoing ACLR by 1 surgeon at a single institution. There were no statistically significant changes in grit over time or differences in grit between age and sex. Higher baseline grit was significantly associated with greater postoperative HSS Pedi-FABS scores (β = 3.72 ± 1.46; P = .01; 95% CI, 0.85-6.59) and NeuroQoL scores across time (β = 3.37 ± 0.93; P < .001; 95% CI, 1.55-5.20). There were no significant associations between baseline grit and Pedi-IKDC, Lysholm, and PROMIS pain interference or mobility scores.

CONCLUSION

Athletes with higher baseline grit reported superior postoperative physical function and activity level over the course of 1 year after ACLR compared with less gritty athletes. Grit may be a useful measure in predicting success in regaining physical function across time after ACLR in adolescent athletes.

Mediating Role of Emotional Intelligence in the Relationship Between Resilience and Academic Engagement in Adolescents: Differences Between Men and Women

Introduction

Resilience and academic engagement have become some of the most important elements in the academic context, due to their relationships with school adjustment, the protective role against risky behaviors and the well-being of adolescents.

Purpose

Therefore, the objective of this study was to analyze the relationships established between the variables of resilience and academic engagement, the differences according to sex, as well as to determine the mediating role of emotional intelligence in the relationship between resilience and academic engagement in adolescence.

Participants and Methods

A cross-sectional descriptive study was performed. The sample consisted of 802 secondary school students, with an average age of 13.65 years (SD = 1.24) (where 50.6% were women and 49.4% men) who filled out the Connor-Davidson Resilience Scale (CD-RISC 10), the General Academic Engagement Scale for Spanish Adolescents (CAADE) and the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S).

Results

The results showed the existence of positive relationships between resilience and factors of academic engagement. Furthermore, the mediation models showed the direct effect of emotional intelligence on this relationship. On the other hand, with respect to sex, men showed significantly higher averages in resilience and emotional intelligence, with no significant differences in the variable of academic engagement.

Conclusion

Concluding, design of emotional intelligence intervention programs in secondary is recommended as an effective measure for promoting resilience and a positive academic trajectory.

Does grit protect against the adverse effects of depression on academic achievement?

Depressive symptoms have been shown to be negatively related to academic achievement, as measured by grade point average (GPA). Grit, or the passion for and the ability to persevere toward a goal despite adversity, has been linked to GPA. Thus, grit may potentially buffer against the negative effects of depressive symptoms in relation to academic achievement. However, social desirability may might impact the validity of grit when assessed by self-report measures, so how these constructs are all related is unknown. The current study explored the relationship between depressive symptoms, grit, social desirability, and GPA among University students (N = 520) in the United States using a cross-sectional design. We conducted a moderated-moderation model to examine how social desirability moderated the relationship between depressive symptoms, grit, and GPA. Findings replicated prior work and indicated negative relationships between depressive symptoms and social desirability with GPA and a positive relationship, albeit non-significant, between grit and GPA. However, results suggest that grit did not moderate the relationship between depressive symptoms and GPA when including social desirability in the model. Future research should investigate this relationship in a longitudinal setting to further examine how grit and depressive symptoms influence one another in academic domains.

Examining student burnout causes among English as a foreign language students: focus on school climate and student growth mindset

Introduction

The aim of this study was to investigate the relationship between student burnout and two key factors - perceived school climate and growth mindset - in the context of English as a foreign language (EFL) learning among Chinese students.

Methods

A sample of 412 intermediate English language learners from China participated in an online survey and completed valid measures of the three constructs. Confirmatory factor analysis (CFA) was used to establish the validity of the scales used to measure the three latent variables. Structural equation modeling (SEM) was then used to test the proposed model.

Results

The results of SEM showed that both perceived school climate and growth mindset had a significant positive impact on EFL student burnout, with perceived school climate having a stronger effect compared to growth mindset.

Discussion

The findings suggest that promoting a positive school climate and fostering a student growth mindset can help reduce student burnout in EFL settings.

The limited role of personal goal striving in status attainment

Despite evidence of declining intergenerational mobility, recent studies have shown a rising trend of meritocratic belief (e.g., hard work pays off) among American adults. However, as scholarly attention has been focused on the power of adolescent beliefs (e.g., expectations and aspirations), little is known about the role of adults' hard work in status attainment. Using the Midlife in the United States (MIDUS) survey data, we examine the role of adults' goal striving, which is closely linked to hard work, in status attainment. Our results show that changes in goal striving are positively associated with changes in socioeconomic status among young adults, but such an association is not found among middle-aged or old adults. While persistent goal-striving of those from lower or middle family socioeconomic backgrounds is hardly a game-changer for their status attainment, whether someone from a higher family socioeconomic background works hard and commits to their goal (i.e., persistent goal-striving) does make a difference in their status outcome. The findings of this study suggest that the role of goal striving in status attainment is far more limited than the popular belief in meritocracy describes.

What Drives Daily Perseverance and Passion? Grit, Conscientiousness, and Goal Pursuit Experiences

Two studies were conducted to further the understanding of daily experiences of perseverance and passion and the influences of personality traits (e.g., grit and conscientiousness) and contextual factors. Study 1 applied the experience sampling method (n = 116; observations = 5,187) and found that perseverance of effort (PE) predicted passion when controlling for conscientiousness. Study 2 used the day reconstruction method (n = 468; observations = 1,872) and found that both PE and consistency of interest (CI) had effects, although CI was a stronger predictor than PE. In both studies, PE was moderated only by instrumentality of the activity, whereas CI was moderated only by perceived difficulty. We also found mediating effects of instrumentality, (lower) perceived difficulty, and (fewer) intrusive thoughts on the pathways between traits and perseverance and passion. These results deepen our knowledge on why and how perseverance-related traits impact daily experiences of perseverance and passion.

Effects of Physical Education Playfulness on Academic Grit and Attitude toward Physical Education in Middle School Students in The Republic of Korea

The purpose of this study was to explore the effect of playability in secondary physical education classes in Korea on academic grit and attitudes toward physical education. A total of 296 middle school students located in Seoul and Gyeonggi-do, Korea were surveyed via simple random sampling. Data were analyzed via descriptive statistical analysis, confirmatory factor analysis, reliability analysis, correlation analysis, and standard multiple regression analysis. Three primary results were obtained. First, playfulness was found to have a significant positive effect on academic grit. Specifically, mental spontaneity positively and significantly affected academic passion (β = 0.400), academic perseverance (β = 0.298), and consistency of academic interest (β = 0.297). Additionally, among the sub-variables of playfulness, humorous perspective was found to have a positive significant effect on maintaining consistency of academic interest (β = 0.255). The second primary finding was that playfulness had a significant positive effect on classroom attitudes to physical education. Specifically, physical animation and emotional fluidity were found to positively and significantly affect basic attitudes (β = 0.290 and 0.330, respectively) and social attitudes (β = 0.398 and 0.297, respectively). Third, academic grit was found to have a significant positive effect on PE classroom attitudes. Specifically, academic passion was found to have a positive and significant effect on basic attitudes (β = 0.427) and social attitude (β = 0.358). The results imply that attitude toward school life can be improved through physical activity in secondary physical education classes.

The role of emotional quotients and adversity quotients in career success

Career success has been considered equally important for both personal and organizational development. The purpose of the current study was to examine how trait emotional quotient (EQ) and adversity quotient (AQ) contribute to individuals' objective career success (job position) and subjective career success (organizational commitment). Participants included 256 Chinese adults who completed four measurements-the Self-Reported Emotional Intelligence Test, Resilience Scale, Grit Scale, and the Affective, Continuance, and Normative Commitment Scale-and provided demographic information. After validating the four scales used in this study, multiple regression analysis revealed that only one aspect of trait EQ (regulation of emotion) positively predicted one component of organizational commitment (affective commitment). Adversity quotient was measured on two dimensions: resilience and grit. Only consistency of interest (grit) positively predicted affective commitment. Perseverance of effort (grit) and acceptance of self and life (resilience) positively predicted normative commitment. Personal competence (resilience) positively predicted continuance commitment but negatively predicted normative commitment. Only acceptance of self and life (resilience) positively predicted job position. Overall, these findings demonstrate the specific influence of trait EQ and AQ on career success for organizational professionals who want to improve organizational productivity as well as individuals who want to achieve success at work.

Psychometric assessment of the Grit Scale: Evidence from US and Chinese samples

To further understand the validity and generalizability of grit, this research investigated the psychometric properties of the Grit Scale in both individualistic (i.e., the US) and collectivistic (i.e., the Chinese) populations. Moreover, this research broadened the contributions of grit to vocational outcomes and showed that grit might be essential to success in other life domains beyond the academic context. Specifically, this cross-cultural research reported two studies that examined the conceptualization of grit proposed by Duckworth et al. (2007) and the concurrent validity of grit to vocational outcomes. Study 1 explored the factor structure of grit in a US general sample ( N = 2140) and a US college student sample ( N = 1935). Study 2 examined the factor structure of grit in a Chinese employee sample ( N = 675) and explored its concurrent validity to occupational well-being and proactive work behavior. Results showed that the bifactor model of grit scale fit best in both the US and Chinese samples. The high omega reliabilities indicated that the general grit score and its two subscales (i.e., perseverance of effort and consistency of interests) could be considered reliable. However, the multiple-group CFA measurement invariance test showed that only partial metric invariance for the perseverance of effort factor was verified across the three samples. Perseverance of effort explained more variance in vocational outcomes than the consistency of interests did among Chinese employees. The findings verified the multidimensionality of the Grit Scale and indicated that the relationships between the two facets of grit and vocational outcomes should be separately investigated.

Psychometric Evaluation of the Grit Psychological Resources Scale (GPRS)

Background

Psychological resources have been shown to play a prominent role in buffering against stress and are associated with various positive constructs, including grit, defined as having the disposition to pursue long-term goals with both passion and perseverance.

Objective

The objective of this study was to validate a new scale developed to measure the psychological resources of grit.

Methods

A quantitative research study was conducted online with an international sample of 277 adults from a range of professional backgrounds. The psychometric properties of the 20-item Grit Psychological Resources Scale (GPRS) were evaluated by performing tests of reliability and validity.

Results

Reliability tests provided evidence of high internal consistency (α = 0.91) and test-retest reliability (r = 0.75). Demographic variables did not significantly predict scores or influence survey completion. Face, content and convergent validity provided additional psychometric support for the GPRS with this sample. Confirmatory factor analysis results supported a second-order model with four sub-scales. The first-order factors loaded highly onto the second-order factor, with correlations ranging from 0.80 to 0.97.

Conclusion

The GPRS showed satisfactory psychometric properties, indicating that the scale is a reliable and valid instrument for measuring the psychological resources of grit. This scale can be used to identify more targeted developmental approaches for personal and professional growth. Further, the tool enables information to be gathered on changes pre- and post-improvement initiatives to assess their effectiveness in training and continuing education.

You have to let go sometimes: advances in understanding goal disengagement

While research on tenacious goal pursuit and persistence has evoked a myriad of research efforts, research on goal disengagement has rather been neglected and has been focusing mainly on positive consequences of individual differences in goal disengagement capacities. In recent years, however, research on goal disengagement has seen an upsurge in studies, specifically addressing the conceptualization of goal disengagement, the processes involved, and factors facilitating or undermining it. However, many questions remain unanswered or only partly answered providing numerous opportunities for further investigation. With this special issue of Motivation and Emotion, we aim to stimulate such progress in research on goal disengagement. To this end, this special issue includes empirical studies with cross-sectional, prospective, longitudinal, and experimental designs with a wide range of personal and experimentally induced goals as well as invited commentaries from scholars across different psychological sub disciplines. In this introductory essay, we provide a brief review of the current state of goal disengagement research. We also provide an overview about the contributions to this special issue with reflections related to the current state of research and areas where further advancement in conceptualization and empirical studies is needed.

A measure for assessment of beneficial and harmful fortitude: development and initial validation of the sisu scale

Sisu is a Finnish cultural concept that denotes determination and resoluteness in the face of adversity. We propose that sisu will supplement the English-language based research on mental fortitude traits. Sisu has not been the focus of systematic research until very recently. We created a new questionnaire measuring sisu (the Sisu Scale), sought to validate the sisu construct and its sub-factor structure as postulated in a recent qualitative study. We investigated associations of sisu with other measures of mental fortitude and well-being. More generally we aimed to enrichen the cross-cultural understanding of human experience of overcoming adversity across life's challenges.

We describe and validate a questionnaire that effectively measures both beneficial and harmful sisu, each comprising three sub-factors. Beneficial sisu was associated with other measures of fortitude, but less with personality dimensions. We also confirmed the existence of an independent harmful sisu factor. Beneficial sisu was associated with higher well-being and lower depressive symptoms, and harmful sisu with lower well-being and higher levels of general stress, work stress and depressive symptoms. Together the two factors were superior compared to pre-existing measures when predicting well-being-related variables. Results suggest that the new Sisu Scale we developed may provide a valuable addition to research on mental fortitude, resilience and their consequences for well-being.

The protective effect of grit on clinical nurses' occupational psychological distress: Mediating and suppressing effects of Hope

As at a high-risk group of psychological distress, nurses generally experience varying degrees of stress, anxiety, and depression. This paper identifies the positive factors that may negatively regulate the psychological pain of clinical nurses and their mechanisms of action, providing reliable references for clinical nurse support management. The effects and mechanisms of hope and the two components of grit consistency of interest and perseverance of effort) on clinical nurses' psychological distress (depression, anxiety, and stress) were observed in this study. A total of 635 Chinese clinical nurses (90.4% female) completed an anonymous questionnaire for the survey. As expected, hope, consistency of interest, and perseverance of effort were negatively correlated with the three indicators of psychological distress (r = -0.21 ~ -0.38, p < 0.01). Path analysis results showed that hope significantly mediated the negative effect of consistency of interest on psychological distress, with an effect of 12.96%. Hope also covered up the perseverance of effort on psychological distress, the effect of 110.63%. In the influence of consistency of interest and perseverance of effort on psychological distress, hope contributed a vital mediating. Based on these results, it can be concluded that grit and hope have protective effects on psychological distress in clinical nurses. Significantly increasing the level of hope or grit may effectively prevent and reduce psychological distress in clinical nurses.

Gendered difference in motivational profiles, achievement, and STEM aspiration of elementary school students

To better understand the gender gap in science, technology, engineering and math (STEM) aspiration, the article examines the critical role of domain-specific motivation (i.e., expectancy and task values). Using longitudinal data from 5th and 6th grade (∼11–12-year-old) students (n = 360, 55% girls), person-oriented analyses was applied to understand the gendered motivational profiles and their longitudinal influence on achievement and STEM aspiration. Specifically, we aimed to (1) derive motivational belief profiles regarding science, mathematics, and language (Finnish), (2) analyze the stability and change in the profiles between the 5th and 6th grade, (3) assess the relationship between motivational profiles and achievement and STEM aspiration, and (4) test for gender differences. We derived four motivational profiles for both years: high motivation in all subjects (∼21%), high mathematics motivation (∼46%), low mathematics motivation (∼11%), and low motivation in all subjects (∼8%). Latent transition analysis revealed that most students remained in the same profile throughout the 2 years. We found evidence of gendered differences in the motivational profiles and the chance of transitioning between profiles. More girls are characterized by low math motivation, while boys are more likely to transition to higher math motivation in 6th grade. The motivational difference is reflected in their achievement, although not strongly coupled with their STEM aspiration. The findings suggest that at this developmental stage, Finnish students have not developed a strong association between (gendered) STEM aspiration and their domain-specific motivation, although their motivation may have influenced their achievement. Interpretation and practical implications are discussed.

Relationship Between Growth Mindset and English Language Performance Among Chinese EFL University Students: The Mediating Roles of Grit and Foreign Language Enjoyment

There is no denying that there is ample evidence of numerous factors that influence language learners' success. Recently, there is a critical call to embrace positive psychology that is more open and appreciative of the positive influences in learning English as a foreign language (EFL). Set against this burgeoning area of study in language learning, this paper puts forward the findings of a study that aimed to examine the mediating roles of grit and foreign language enjoyment in the relationship between growth mindset and English language performance. The study employed a correlational research design involving 388 EFL students from one university in China. The data were collected through a questionnaire and an English language performance test. Using the structural equation modeling, this study found that the association between growth mindset and English language performance was partially mediated by grit and foreign language enjoyment. This indicates that students with a growth mindset tend to possess a higher level of grit as well as experience more enjoyment in learning English, which consequently can lead to students becoming more successful language learners. These findings provide significant implications for language teachers, educational material developers, and school administrators in China to embrace the affective domain postulated by positive psychology.

Adverse Childhood Experiences, Mindfulness, and Grit in College Students in China

This study investigated the effect of ACEs and COVID-19 on grit and whether this effect is mediated by mindfulness. Although current scholarship has found that adverse childhood experiences (ACEs) have harmful consequences to individuals across the life span, less is known about the relationship between ACEs and grit. Grit is predictive of educational success and subjective wellbeing. A cross-sectional online survey administered to junior and senior students from 12 universities spread across China was conducted from September 20, 2020 to October 5, 2020. The universities were selected from geographically diverse regions of China to ensure a diverse sample. We received 1,871 completed responses from 2,229 invited students. The survey response rate was 83.9%. The results indicated that ACEs had significantly negative effects on grit, while mindfulness had significantly positive effects on grit. Once controlling for level of mindfulness, the effects of ACEs on grit largely reduced and became insignificant. The findings of this research indicate that mindfulness has a significant mediational effect on the relation between ACEs and grit and call for mindfulness-based interventions for enhancing grit for the population at risks.

The relationship between perceived discrimination and Chinese migrant children's school adjustment: A moderated mediation model of identity conflict and grit

Research has revealed that perceived discrimination may be a risk factor against school adjustment among Chinese migrant children. However, few studies have examined the underlying mechanisms that may mediate or moderate this association. To fill this gap, this study examined the mediating role of identity conflict and moderating role of grit in the association between perceived discrimination and school adjustment. A sample of 732 Chinese migrant children completed measures of perceived discrimination, school adjustment, identity conflict, and grit. Results showed that identity conflict mediated the relationship between perceived discrimination and school adjustment among Chinese migrant children. Moreover, this mediating effect of identity conflict between perceived discrimination and school adjustment was moderated by grit, with the effect being weaker for Chinese migrant children with higher grit. These findings illuminate the underlying influence of identity conflict and grit in the link between perceived discrimination and school adjustment of Chinese migrant children. Limitations and implications of this study were discussed.

Examining the Role of Resilience and Hope in Grit in Multiple Sclerosis

The purpose of this study was to examine the effects of resilience and hope on grit when controlling for demographic covariates, depression, and anxiety in people with multiple sclerosis (MS). This was a cross-sectional study with a sample of 348 participants with MS. Descriptive statistics were performed to examine participants' demographic characteristics. A three-step hierarchical regression analysis was conducted to evaluate the extent to which resilience and hope explain the unique variance in grit while controlling for demographic covariates, depression, and anxiety. Findings suggested that resilience and hope explained a significant amount of variance in grit when controlling for demographic covariates, depression, and anxiety. Furthermore, higher resilience and hope scores were associated with higher grit scores. Given that resilience, hope, and grit are modifiable, rehabilitation and mental health professionals (e.g., psychologists, psychiatrists, rehabilitation counselors) can integrate strength-based interventions into their practices to bolster resilience, hope, and grit in people with MS. Our paper also has implications for interdisciplinary research and clinical practice.

Observing parental behavior in challenging tasks: Its role for goal engagement and disengagement in children

Children are constantly faced with challenges. They need to learn to persist but also to disengage from (still) unsolvable or too resource-consuming tasks. We examined the role of observing parental behavior in a challenging task for children's goal regulation behavior in the same task (modeling effect) and its transfer to another type of task (transfer effect). Goal regulation behavior was expressed as the number of task switches within the same type of task, with more task switches indicating increasingly disengaging behavior. In a correlational study (N = 42, M_age = 9.0 years, SD = 0.8) and an experimental study (N = 66, M_age = 9.2 years, SD = 1.4), children imitated their parents' behavior in the same type of task. Moreover, they generalized this behavior to another type of task when experiencing difficulties in goal pursuit in the correlational study as well as in the engagement condition of the experimental study, but not in the disengagement condition. The results suggest that children imitate and generalize their parents' persistent behavior but only selectively imitate their disengagement behavior.

Biophysiological stress markers relate differently to grit and school engagement among lower- and higher-track secondary school students

BACKGROUND

This study examines the relationship between adolescents' biophysiological stress (i.e. cortisol, alpha-amylase and oxidative stress) and the development of grit and school engagement over one school year.

AIMS

The study aims to identify how objective stress affects grit and three dimensions of school engagement. Based on the conservation of resources (COR) theory, the study considers lower- and higher-track school students and their genders.

SAMPLE

The sample consists of secondary school students (N = 82; M_Age  = 13.71; SD = 0.67; 48% girls) from Germany.

METHODS

Students participated in a questionnaire and a biophysiological study in the first semester (t1) of the school year and completed the same questionnaire at the end of the school year (t2). After conducting whole-sample analysis, a multi-group cross-lagged panel model was calculated to identify differences among students at lower- and higher-track schools.

RESULTS

Whole-sample analysis reveals that students who exhibit high levels of cortisol report lower cognitive school engagement at t2, whereas students who exhibit high levels of alpha-amylase exhibit less grit at t2. Additionally, lower-track students who exhibited high cortisol levels reported lower cognitive and emotional school engagement throughout the school year. Furthermore, higher-track students with high oxidative stress levels reported lower grit and behavioural school engagement at t2.

CONCLUSIONS

Examining the relationship between biophysiological stress markers and grit and school engagement of students at lower- and higher-track schools indicates that the educational context and its specific subculture shapes physiological stress reactions, which are related differently to grit and engagement dimensions.

The role of parenting behavior’s on the intergenerational covariation of grit

This study evaluates parental grit’s covariation with offspring grit and the moderating role of different parenting behaviors using an 11-country study of young adults between the ages of 18 and 35 (n = 20,008) and their parents (n = 5945). Results show that parental grit is associated with offspring’s grit with moderation of parenting present across the models presented. The study also highlights the direct association of various parenting dimensions with grit, especially the positive relation of parental control. These results have important implications for understanding young people’s grit development and learning mechanisms. Findings can serve as foundations for effective intervention programs and practices in this field designed to improve enthusiasm, interest, capacity for hard work, engagement, and motivation in the long run.

Coping with COVID: pandemic narratives for Australian children

The experience of the COVID-19 pandemic can be recognised as traumatic for the way in which its sudden and unexpected onset disrupted a sense of ordinary life for so many around the world. Adults, and far less so children, were unable to prepare for the danger of the rapidly spreading disease. As such, both were left vulnerable to the experience of trauma and anxiety that surrounds the threat of COVID. Whereas adults, however, have access to a range of resources and strategies for mental health protection, children of various ages need targeted resources to enable them to understand, prepare for, and come to terms with a trauma situation. A great deal of research exists around the value of children developing their own narratives as a means of coming to terms with trauma, such that storytelling is identified as a primary coping device. Similarly, literature exists that compares parental narratives of trauma with those of their children. Moreover, the use of the fairy tale as a cautionary tale has long been examined. What has not been established is the way in which contemporary multimedia narratives – such as television programmes, animations, and digital stories – can be used to develop coping strategies in children and to mitigate anxiety in young people experiencing global or collective trauma. This article examines a selection of such narratives produced for Australian children during the COVID-19 pandemic. Through a cross-disciplinary framework, this work considers how these resources can help (or hinder) mental health recovery in young children under the age of five, as well as strategies for best practice in the future development of trauma-informed resources for this age group.

The role of grit and resilience in children with reading disorder: a longitudinal cohort study

Prior studies have suggested that grit and resilience predict both academic and career success. However, these qualities have not been examined in children with reading disorder (RD). We therefore investigated whether grit and resilience were associated with anxiety, depression, academic performance, and quality of life (QOL) in these students. This 3-year longitudinal cohort study included 163 participants with RD from 3 schools. Evaluations were completed by parents and/or teachers every 3 months. The Grit and Resilience Scale was adapted from the 10-item Connor-Davidson Resilience Scale and the 12-item Grit Scale. Outcome measures included anxiety (School Anxiety Scale - Teacher Report and the 8-item Spence Children's Anxiety Scale), depression (Short Mood and Feelings Questionnaire), academic performance, and QOL (Pediatric QOL Inventory 4.0). Multivariate linear regression models (adjusting for age and sex) assessed the associations at baseline. Repeated measures analysis using mixed-effects models assessed the relationship longitudinally. There were statistically significant associations between grit and resilience and all outcomes at baseline and over time. After adjusting for age and sex, improved grit and resilience was associated with decreased anxiety (β =  - 0.4, p < 0.001) and improved academic performance (β = 0.5, p < 0.001) when grit and resilience was measured by teachers, as well as decreased depression (β =  - 0.3, p < 0.001) and improved QOL (β = 0.6, p < 0.001) when grit and resilience was measured by parents. Grit and resilience are significantly related to mental health, academic performance, and QOL in children with RD. This suggests that interventions to improve grit and resilience may lead to positive benefits.

An international validation of the Bolton Unistride Scale (BUSS) of tenacity

Academic success at University is increasingly believed to be a combination of personal characteristics like grit, resilience, strength-use, self-control, mind-set and wellbeing. The authors have developed a short 12-item measure of tenacity, the Bolton Uni-Stride Scale (BUSS) which incorporates these elements. Previous work in the UK had established the reliability and validity of the BUSS. The present paper reports the findings of an International validation of BUSS across 30 countries (n = 1043). Participants completed the BUSS alongside other recognised scales. Factor analysis revealed an almost identical two-factor solution to previous work and the reliability and validity of the scale were supported using an international sample. The authors recommend however that the scale be used as a single score combining all 12 items. In the light of this, the authors suggest that the BUSS will be a useful measure to incorporate in studies of academic attainment.

Initial Development and Psychometric Evidence of Physical Education Grit Scale (PE-Grit)

BACKGROUND

Grit is a key concept in positive psychology and educational science. The construct measures two related constructs that are interest and effort. Several instruments have been developed to measure this construct in professional and educational contexts, but no tools have been developed considering specific contexts such as physical education and sport.

OBJECTIVES

The objective of this study is to develop and test a measurement scale to assess Grit in the context of physical education and sport.

METHODS

Two exploratory (Phase 1) and confirmatory (Phase 2) samples were administered the 16-item PE-Grit scale in Arabic. In addition, the confirmatory sample also was administered the R-SPQ-2F two-factor learning approaches scale. The factor structure was examined first by exploratory factor analysis on the first sample and then by confirmatory factor analysis on the second sample. Reliability testing was performed by checking internal consistency simultaneously by the three indices: McDonald's ω, Cronbach's α and Gutmann's λ6. Concurrent validity was checked by Pearson's correlation between the PE-Grit and the two dimensions of the SPQ-2F.

RESULTS

After the exploratory factor analysis, which identified the factors and gave a preliminary validation of the designed instrument, confirmatory factor analysis was performed on three hierarchical models to be able to identify the best fitting model. A third-order hierarchical model with two physical and academic components each formed by interest and effort presented the best fit indices: chi X2 = 192.95 (p < 0.01), and the X2/DF = 1.36; GFI = 0.99; AGFI = 0.99; CFI and TLI close to 1; RMSEA = 0.025. In addition, McDonald's ω, internal consistency, and Gutmann's λ6 ranged from 0.78 to 0.86 for all four scale dimensions.

CONCLUSION

The PE-Grit scale displays adequate factor structure, good reliability, and acceptable concurrent validity and can be administered to assess Grit in physical education and sport students.

Multiple Roles of Grit in the Relationship Between Interpersonal Stress and Psychological Security of College Freshmen

Grit, as an important positive psychological quality, has rarely been studied for its role involved in the mechanism between stress and psychological security. This article explores the moderating and mediating role of grit in the relationship between interpersonal stress and psychological security of freshmen through two studies. In study 1, freshmen from several Chinese universities (N = 1,224) were recruited to complete a battery of questionnaire, including assessments about interpersonal stress, grit, and psychological security. The moderating effect analysis showed that grit moderated the relationship between interpersonal stress and psychological security. Specifically, grit buffered the negative effects of interpersonal stress on freshmen’s psychological security, but this effect was obvious only when the level of interpersonal stress was relatively low, and decreased when the level of interpersonal stress was high. In study 2, college freshmen from another university apart from above ones (N = 604) were recruited, and we verified the results of study 1 and further explored the mediating role of grit in the relationship between interpersonal stress and security. The moderating effect analysis of study 2 also verified that of study 1. The mediating effect analysis showed that interpersonal stress not only negatively predicted psychological security, but also affected psychological security through the mediation of grit. In general, grit played a mediating and moderating role in the relationship between interpersonal stress and psychological security. This study provides first-hand evidence to explain the multiple roles of grit in the relationship between interpersonal stress and psychological security.

The cultural attitudes of a funeral ritual discourse in the indigenous Torajan, Indonesia

Ma'pasa’ Tedong is one of the ritual parts of Rambu Solo', a funeral ritual series in Toraja culture, Tana Toraja regency, South Sulawesi province, Indonesia. In this ethnicity, the ritual, Singgi' is communicated using a high level of Tominaa language. Therefore, this study aims to describe and explain the cultural attitudes of the Toraja ethnic recorded in Ma'pasa’ Tedong discourse. This is qualitative research with the hermeneutic approach used to interpret and explain the meaning of Ma'pasa’ Tedong discourses that reflect personal identity, social attitudes, and Toraja ethnic beliefs. Data were obtained by recording, interviewing two Tominaa inhabitants, and conducting a document study. The data were analyzed qualitatively by interpreting the meaning through the following stages (a) understanding the speech, (b) drawing, adjusting, and reflecting the results based on concrete actions by the Toraja ethnic group, and (c) interpreting the reflection results under its existence. The results showed that the Toraja ethnic group has self-awareness, tolerance, tenacity, honesty, discipline, and a tough personality. In addition, these personalities underlie politeness, tolerance, care, social, and cooperation in society. The unique and distinctive attitude of this ethnic group is reflected in their belief in carrying out the Rambu Solo' ritual. These findings were cultural documents with significant meaning for anyone interested in understanding the Toraja ethnic culture. Ma' pasa Tedong event contains relevant messages that aid in the community's development and reflect the Toraja ethnic group's culture. As a cultural heritage, its verses contain various ideas and values (meanings) useful for molding and shaping people's character.