Using grit and self‐efficacy as performance predictors for at‐risk students in higher education

Abstract

AbstractThis mixed methods study examined the impact of grit and self‐efficacy and the factors of these constructs on the performance of at‐risk, developmental placement students, surveying 184 first‐year students before the midterm point of their first semester. Following the quantitative portion, six upperclassmen, who had started their careers in the developmental placement category, were interviewed. The research question explored was: How do grit and academic self‐efficacy relate as grade point average performance predictors for students in developmental placement categories with higher and lower levels of each factor? Findings uncovered a significant relationship between grit and performance, self‐efficacy and performance, grit and self‐efficacy and performance, and demographic information and performance. The discussion of these findings offers a roadmap for exploring the impact of non‐cognitive concepts on educational performance. Context and implicationsRationale for this studyHigher education placement and admissions are beginning to include noncognitive constructs that aid in the prediction of student success. While some previous self‐efficacy studies have been conducted on students identified as being at‐risk, there is limited research on understanding grit within similar student populations.Why the new findings matterWith college admission less selective than it was in the past, universities have even less understanding of which students will be successful. This study determined that behaviours consistent with constructs of grit and self‐efficacy have an impact on student performance, particularly for those considered at‐risk. These findings may provide colleges and universities insight on how to identify, nurture and develop skills that contribute to student success as measured by grade point average.Implications for practitionersOutcomes and findings associated with this research will be of interest to many educational stakeholder and implications. Aside from the direct benefits for students, the administrators, curriculum committees and faculty in higher education will be able to use the findings of this study to better identify what skills are truly essential for student success. Developmental educators, in particular, may find the data useful in understanding how to help their students thrive.