How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement.
- Autores: Katherine Muenks, Allan Wigfield, Ji Seung Yang, Colleen R. O'Neal
- Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 5, 2017, págs. 599-620
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
- Dialnet Métricas: 8 Citas
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Resumen
Duckworth, Peterson, Matthews, and Kelly (2007) defined grit as one’s passion and perseverance toward long-term goals. They proposed that it consists of 2 components: consistency of interests and perseverance of effort. In a high school and college student sample, we used a multidimensional item response theory approach to examine (a) the factor structure of grit, and (b) grit’s relations to and overlap with conceptually and operationally similar constructs in the personality, self-regulation, and engagement literatures, including self-control, conscientiousness, cognitive self-regulation, effort regulation, behavioral engagement, and behavioral disaffection. A series of multiple regression analyses with factor scores was used to examine (c) grit’s prediction of end-of-semester course grades. Findings indicated that grit’s factor structure differed to some degree across high school and college students. Students’ grit overlapped empirically with their concurrently reported self-control, self-regulation, and engagement. Students’ perseverance of effort (but not their consistency of interests) predicted their later grades, although other self-regulation and engagement variables were stronger predictors of students’ grades than was grit. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
