Level Of Grit Research Articles

예비유아교사의 그릿과 메타인지가 자기주도 학습능력에 미치는 영향

The purpose of this study was to examine the effect of pre-service early childhood teachers' grit and metacognition on self-directed learning ability. The subjects of this study were 176 students who were majoring in early childhood education at 4-year universities in G Metropolitan City and N City. Data were collected through study tools of ‘grit', ‘metacognition' and ‘self-directed learning ability', and collected data were verified through frequency analysis, reliability analysis, descriptive statistics, Pearson correlation analysis and stepwise multiple regression analysis. The findings of this study were as follows. First, there was a statistically significant positive correlation between the grit, metacognition, and self-directed learning ability of pre-service early childhood teachers'. Second, it was found that the metacognitive-control and grit of pre-service early childhood teachers had a significant effect on self-directed learning ability. Therefore, it was necessary to understand and level of metacognitive-control and grit in order to improve self-directed learning ability of pre-service early childhood teachers’.

The Nitty Gritty of Stress and Mental Health: The Role of Grit in Moderating the Relationship Between Stress, Anxiety, and Depression

ABSTRACT College students in the United States contend with unprecedented mental health difficulties. College-specific challenges and stressors associated with emerging adulthood exacerbate these mental health struggles. In the ABC-X model of stress, cognitive appraisal or perception mediates the relationship between stressful events and degraded mental health. In this model, a resource, such as grit, may strengthen student resilience. Using data collected from 844 US college students, the path analysis results identified the mediation effect of the perception of stress on the association between college life challenges and mental health difficulties (depression and anxiety). These mediation effects were not significantly affected by the level of grit. However, the relationships between the perception of stress and both anxiety and depression were weaker at higher levels of grit. The implications of these findings, relative to grit interventions and attrition, are considered.

Longitudinal study of association between quality of life and grit in internal medicine residents in Ramathibodi Hospital

BackgroundGrit refers to a combination of perseverance and passion, which is essential for long-term success. Grit is associated with higher education attainment and a lower likelihood of burnout. Understanding how grit evolves during internal medicine residency training is important for providing better support to residents. The primary objective of the current study was to evaluate potential changes in the level of grit throughout the training program and investigate the association between grit and stress levels, quality of life (QoL), and satisfaction of learning scores.MethodsWe conducted a prospective study involving internal medicine residents enrolled in training programs from July 2022 to July 2023, except for the second-third-year residents of dermatology and neurology programs and the third-year residents of haematology and oncology programs, which are not part of the same training regimen. Data collection was conducted using questionnaires at the beginning of the training year and every three months until the end. Collected data included age, gender, habitat, working experience, financial burden, marital status, rotations, grit scores, QoL, stress score, and satisfaction of learning score during each trimester. Changes in grit over the year were examined using repeated measures analysis of variance adjusted by training program, financial status, working experience, habitat, marital status, and age. We performed multivariable linear regression models to explore associations between grit and the following domains: QoL, ST-5, and SoLs.ResultsOf 122 internal medicine residents in all three years of training, one resident dropped out during training, and another declined to participate. A total of 120 residents were included. Grit did not significantly change over time. Subgroup analysis of the first-year resident group revealed that grit significantly decreased (P = 0.049). Multivariable analysis revealed that grit was positively associated with QoL (β = 0.01, P < 0.001) and satisfaction of learning score (β = 0.07, P < 0.001) but inversely associated with stress score (β = − 0.04, P < 0.001).ConclusionsOf all residents, grit did not change over a year. However, only the first-year residents reported a decrease in grit during a training year. Throughout first-year residents’ internal medicine residency training, grit was positively associated with QoL and satisfaction of learning score but negatively associated with stress level. These findings suggest the need for targeted interventions to support first-year residents and enhance their resilience throughout training.

Predictors of grit among medical students: a study at a Malaysian Public University

BackgroundPrevious literature has demonstrated associations between grit and positive educational and psychological outcomes, such as higher academic grades, lower attrition rates in medical training, and protection from burnout. However, the predictors of grit have yet to be studied, particularly among medical students in Malaysia. This study aimed to determine the level of grit and its predictors among Malaysian medical students.MethodsA cross-sectional study was conducted among 123 medical students from a public university in Malaysia. Data on sociodemographic and educational characteristics were collected. The student’s personality traits were determined using the Big Five Inventory (BFI), while grit was assessed using the validated 7-item Short Grit Scale (Grit-S). Grit was expressed as a mean score, ranging from 1 (not at all gritty) to 5 (extremely gritty). Multiple linear regression was used to determine the association between the predictors (personality, sociodemographic and educational characteristics) and grit among these students.ResultsThe mean grit score was 3.43 (SD 0.57). Based on the multiple linear regression analysis, the grit score was significantly predicted by three personality traits which were extraversion, b = 0.2 (95% CI: 0.07–0.32), agreeableness, b = 0.28 (95% CI: 0.12–0.44) and conscientiousness, b = 0.6 (95% CI: 0.42–0.77). A 1-point increase in the mean extraversion, agreeableness, and conscientiousness scores would independently increase these students’ mean grit scores by 0.2, 0.28, and 0.6, respectively. The sociodemographic and educational characteristics did not significantly predict grit among Malaysian medical students.ConclusionsThe mean grit score among Malaysian medical students is comparable to other medical students in Asia. Extraversion, agreeableness, and conscientiousness personality traits were associated with higher grit. As grit is a dynamic trait, appropriate interventions should be implemented to foster and increase it among these students.

Does Grit and Perceived Social Support Predicts Adolescents' Future Expectations in COVID 19 Pandemic?

The purpose of this study is to determine the level of grit and perceived social support in predicting adolescents' future expectations during the pandemic period. The sample of the research conducted with the correlational model consisted of 573 high school students. Three scales were used together with the demographic information form created by the researchers to collect the data. The results show that there is a positive and significant relationship between positive future expectations and grit, and there is also a positive and significant relationship between positive future expectations and perceived social support. Finally, it was concluded that grit and perceived social support significantly predicted positive future expectations, while grit predicted positive future expectations at a higher level than perceived social support. These findings suggest that positive future expectations are associated with grit and perceived social support. Practitioners who want to positively influence adolescents' future expectations can assist them in these areas.

The Students’ Motivation and Grit As Predictors on Reading Achievement

The objective of this study is to examine the relationship between students' reading motivation and their reading achievement, as well as the relationship between students' grit and their reading achievement. Additionally, this study aims to explore the interplay among students' motivation, grit, and reading achievement. In this research, the researcher employed two types of motivation: intrinsic and extrinsic, and two types of grit: consistency of interest and perseverance of effort. This research is a quantitative correlational study with the population consisting of fifty-five students in the sixth semester of the S1 English Study Program Regular A of Tanjungpura University in Pontianak in the academic year of 2021/2022 who already took two reading courses (intensive reading and reading skill development) on their past semesters. Data were collected using questionnaires. The questionnaires consisted of 40 reading motivation items and 8 grit items on a 4 Likert scale ranging from “Very Different from Me” to “A lot Like Me”. Based on the research findings, there is a correlation with reading achievement (r= 0.551). There exists a positive connection (r=0.748) among grit and reading achievement. Additionally, it is noteworthy that there exists a good association between an individual's motivation to read and their level of perseverance and passion towards achieving success in reading (r=0.758). The study's major findings indicate a favorable correlation between the motivation and grit of great performers. There exists a positive correlation between an individual's level of motivation and grit and their level of achievement.

Developing and validating a Domain-specific Grit Scale for College Athletic Students

The aim of this study was to create and validate a ten-item Domain-specific Grit Scale for College Athletic Students (DGSCAS) to assess the level of grit among college athletic students. College athletic students from a single independent college located in a northern city in China (526 participants at time 1 and 589 participants at time 2) were assessed according to the scale. Various analyses were conducted in this study, including exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and measurement invariance analysis across different sex and birthplaces. The results of the EFA revealed two factors: consistency of interests and perseverance of effort. The CFA results demonstrated acceptable fit indices (x2 = 160.048, df = 34, x2/df = 4.707, CFI = 0.983, TLI = 0.978, SRMR = 0.021, and RMSEA = 0.079). The scale exhibited satisfactory convergent validity and discriminant validity. The significant correlation of these factors with the Grit scale provided strong evidence of criterion-related validity. Measurement invariance analysis indicated that the scale performed consistently across different sex and birthplaces. Three limitations and corresponding recommendations were discussed, including sample heterogeneity, the lack of a unified test result as a criterion for predictive validity, and the cross-sectional design of the study. In conclusion, the DGSCAS is a practical and validated instrument that can be used to assess the level of grit among college athletic students in an educational context.

Learners’ Grit, Self-Regulation, and Classroom Engagement

The complex interaction of personal characteristics and the learning environment has a substantial impact on learners’ educational experiences. This study aimed to determine how grit and self-regulation are associated with the learners' classroom engagement. It sought to find out the learners’ level of grit in terms of consistency of interest and perseverance of effort, self-regulation, and classroom engagement in terms of learner-learner, learner-teacher, and learner-class, and its significant relationships. The respondents were the 134 Grade 6 learners of the North-II District of Gingoog City. It utilized a questionnaire adapted from Duckworth’s Grit Scale survey and Moilanen’s Self-Regulation combined with a self-made questionnaire for engagement. The study made use of a descriptive correlational design utilizing a universal sampling among respondents. Moreover, it used Mean, standard deviation, and Pearson Product Moment Correlation (r) statistical techniques to treat the data of the study. Results revealed that learners' grit is Very High in terms of consistency of interest and High in perseverance of effort, and Very High in self-regulation. Moreover, the study concluded a significant relationship between learners’ grit and classroom engagement, and learners’ self-regulation and classroom engagement. Further, it recommended integrating learning activities in school programs such as homeroom guidance, Gender and Development, and Catch-up Fridays, as well as several learning areas that will enable the fostering of grit and self-regulation among learners.

중년기 위기감 및 자기자비가 자기효능감에 미치는 영향

Objectives This objectives of this study is to test whether the level of grit moderates the mediating effect of self-compas sion in the relationship between midlife crisis and self-efficacy. Methods For this study, we conducted a convenience sample of 329 middle-aged adults aged 40 to 64. We used SPSS 22.0 and Precess Macro 4.2 for the data analysis, and performed frequency analysis of the demographic variables of the study subject and verification of the reliability of the scale(Cronbach'α). In addition, descriptive statistical analysis was conducted to identify the characteristics of key variables, and Pearson correlation analysis was performed to identify relationships between variables. In addition, the mediating effect of self-compassion in the relationship between midlife crisis and self-efficacy was identified through Process Macro Modle Number 4, and the moderating effect of grit was verified using Model Number 7. Lastly, the bootstrapping test method was appiied to verify the statistical significance of the mediation effect and the adjusted mediation effect. Results First, as a results of analyzing the correlations between each variable of midlife crisis, self-compassion, self-efficacy, and grit, a significant correlation was found between all variables. Second, self-compassion showed a partial mediating effect in the relationship between midlife crisis and self-efficacy. Third, it was revealed that the level of grit moderates the mediating effect of self-compassion in the relationship between midlife crisis and self-efficacy. Conclusions The results of this study suggest that if you experience a sense of crisis in middle age, your belief in your abilities is likely to decrease even if you have a new goal because you look at yourself critically, but if you devote yourself to sodevomething and make an effort to carry out steadily, you will develop the power to overcome the crisis of lifef, challenge new things, and prepare positively for old age.

Development and validation of the Sports Grit Scale

ABSTRACT Grit is an important personality trait for sporting performance. Although general grit scales are increasingly used in sports science and training, there is a need for a sports-specific tool. Hence, the objective of the present work was to develop and validate the domain-specific Sports Grit Scale. To this end, we performed an exploratory study, a confirmatory study, and a validation study. The resulting Sports Grit Scale had a four-factor structure: “Achieving objectives” (4 items), “Giving up” (3 items), “Surpassing oneself” (3 items), and “Focusing on sport” (3 items). The Sports Grit Scale’s items were positively associated with passion and general grit. Our new Sports Grit Scale might have applications for coaches or sports psychologists seeking to evaluate an athlete’s personality or to measure and increase an athlete’s level of grit through specific training programmes.

How and When Resilience can Boost Student Academic Performance: A Weekly Diary Study on the Roles of Self-Regulation Behaviors, Grit, and Social Support

Resilience has been found to have positive impacts on college students’ well-being and mental health. However, we still lack knowledge on how and under what conditions resilience can help to facilitate college students’ academic performance. Based on the conservation of resources theory, this study investigated how resilience could be positively linked to college students’ academic performance through increasing self-regulation behaviors, and to what extent this indirect effect could be strengthened by individual grit and social support. Using 74 Chinese college students with a four-week longitudinal survey (296 observations in total), we confirmed our hypotheses. The results of multilevel moderated mediation showed that weekly self-regulation behaviors mediated the positive relationship between weekly resilience and college students’ weekly academic performance and that this positive indirect effect became stronger for those who had a higher level of grit and perceived a higher level of social support. Further, we found that weekly resilience was also positively related to the next week’s self-regulation behaviors, which in turn, increased next week’s academic performance. Social support can strengthen such a carry-over impact of resilience on next week’s self-regulation behaviors (but not for grit). To conclude, our study uncovered the short-term fluctuations of resilience and its impacts on students’ study outcomes. We highlight the important roles of personal resources (grit) and social resources (social support) that can leverage the positive effects of resilience on students’ weekly basis.

청소년의 그릿과 학업열의 사이의 자기회귀교차지연모형 검증

Objectives This study was to examine the longitudinal relationship between grit and academic engagement using first, third, and fifth year data of KCYPS 2018 and to verify the difference in causality according to career decision making.&#x0D; Methods To this purpose, after reviewing descriptive statistics and correlation coefficients, the developmental tendency of grit and academic engagement and the causal relationship direction of the two variables were con-firmed through the verification of the autoregressive cross-lagged model, and used the test of the structural model invariance across the groups in the multi-group analysis was conducted to verify whether there is a differ-ence in the causal relationship direction between the two variables depending on the career decision making.&#x0D; Results First, it was confirmed that the level of grit and academic engagement remained stable for five years from the first year of middle school to the second year of high school. Second, while grit has a positive effect on aca-demic engagement, academic engagement has a negative effect on grit. Third, in the case of the career decision group, the level of grit and academic engagement was stable, grit had a positive effect on academic engagement, and academic engagement had a negative effect on grit. However, in the case of the career indecision group, only the level of academic engagement was stable, and there was no causal relationship between grit and academic engagement.&#x0D; Conclusions The developmental tendency of grit and academic engagement and the longitudinal causal relation-ship between the two variables were identified and the importance of career decision in adolescence was clarified.

Resilience, immunity, L2-teacher grit, and reflective teaching in language instruction: in service classes matters

A professional training or staff development endeavor is known as an in-service program. During these programs, professionals get training and have the opportunity to discuss their work with others who are in their peer group. In the context of the field of education, the term "in-service classes" refers to the process by which instructors participate in additional education or training over the duration of their job in order to maintain or improve their level of professional knowledge, abilities, and practices. In spite of the fact that publicizing in-service programs for language teachers is of utmost significance, not enough focus has been placed on elaborating how they contribute to teacher-related traits. In this study, an effort was made to compare and contrast the outcomes and progress of language instructors who attended or did not attend an in-service program, as well as the effects of this decision on the teachers' resilience, immunity, L2-teacher grit, and reflective teaching. This research was of a quasi-experimental type, and it included participation from 103 English as a Foreign Language (EFL) teachers. During this research project, members of the first group, known as the control group, were not required to attend any in-service courses, whereas members of the second group, known as the experimental group, were. According to the findings of the MANOVA, EFL teachers who participated in in-service training courses had a significantly better level of resilience, immunity, L2-teacher grit, and reflectivity. It is hoped that the outcomes of this study will shed light on the significant contributions offered by in-service training programs and open up new avenues for the mental well-being of EFL teachers.

Grit and its associated factors among final year pharmacy students in public universities in Nigeria: A cross-sectional study

Background: Assessing grit among pharmacy students provides insights into the students' experiences as well as the importance of implementing interventions to increase their levels of grit. The purpose of this study was to assess students' grit in Nigerian pharmacy schools and to identify factors that predict the amount of grit among pharmacy students. Methods: This study utilised a nine-item questionnaire-based cross-sectional design among final-year pharmacy students from one public university, in each of the six geopolitical zones of Nigeria for a month. Descriptive and inferential statistics were employed. Results: A total of 590 pharmacy students responded to the questionnaire (response rate = 66.89%). Most students 409 (69.32%) were between the ages of 20 - 25 years. A majority, 573 (97.1%) reported being free from any chronic diseases and 427 (72.37%) reported being engaged in extracurricular activities. A group mean grit score of 37.091 ± 0.253 was observed. Students from all the schools reported ‘Not Like me’ 14 (2.37%) to ‘I have overcome setbacks to conquer an important challenge’, while 275 (46.61%) chose ‘Very much like me’. Predictors of high grit level were institution (Beta, p-value), mode of accommodation (ꞵ = 1.494, p = .039), and sponsorship (ꞵ = 4.207, p = .047). Conclusion: Pharmacy students in Nigeria have a high grit level and the institution of study had an impact on the level of grit.

The Influence of Presence Types on Learning Engagement in a MOOC: The Role of Autonomous Motivation and Grit.

We developed a research framework based on the community of inquiry theory to examine the relationship between three kinds of MOOC presence (teaching presence, social presence, and cognitive presence) and learning engagement. Further, we explored the mediating effect of autonomous motivation and the moderating role of grit in this relationship. The online survey included a sample of N = 794 college students (46.473% male) between the ages of 18 and 20. The COI survey instrument, short grit scale, the Utrecht work engagement scale-student scale and academic self-regulation questionnaire were used to test hypotheses. The study results showed that all three MOOC presences (teaching presence, social presence, and cognitive presence) had significant positive relationship with learning engagement. Autonomous motivation had a mediating role in them. Also, the positive relationship between social presence, cognitive presence, and autonomous motivation was stronger for students with a higher level of grit. This study enriches the literature on whether and how the presence knowledge of MOOC courses affects college students' learning engagement, and the complexity of MOOC environments determines that grit plays an indispensable role in the learning process.

Exploring The Relationship of Grit Personality and Academic Achievement: Adult Learners

Grit is defined to the individual’s level of perseverance and motivation to achieve their long-term goals. The grit can drive students to sustain and finish their study in the time frame allocated. The purpose of this study is to determine the level of students’ grit among part time learners in Technical University in Malaysia and to explore how the grit level difference based on the gender. The study used the descriptive analysis approach. The sample of the study consisted of 148 students, who studied part time (via online), distributed as follows: (95) male and (53) female. To achieve the objectives of the study, an original grit scale (Grit-O) from Duckworth et al. (2007) was utilized. The results of the study revealed that the level of grit of the students were high, and the Grit level of male students were higher than female students. The study concluded that it is important build a strong grit character in students’ mind to have an outstanding academic achievement.

Grit Description in High/Vocational School Student of Bandung City

According to student development tasks for high/vocational school students, selecting and preparing a career is an essential aspect of their development. Therefore, these students must engage in career planning, and one of the factors that significantly influences career planning and maturity is their individual personality or level of Grit. Several components related to career development include career maturity, personality effectiveness, career decision-making, and goal setting. One specific personality factor that aligns with the positive psychology approach is Grit, which encompasses effort, diligence, consistency of interest, and adaptability to various situations. In this research, fifty high/vocational school students from Bandung City were selected as the sample for the study. The researchers used the Grit Scale developed by Duckworth as a measuring instrument to assess the students’ level of Grit. The research method employed in this study is descriptive quantitative to provide an overview and description of the Grit personality among the students. The findings of the research indicate that the overall level of Grit in high/vocational school students from Bandung City is low.&#x0D; Keywords: grit, career development, high/vocational school student

PROMOTING GRIT AND RESILIENCE AMONG MALAYSIAN B40 STUDENTS FOR ACADEMIC EXCELLENCE

Students from B40 families do not really perform well in Malaysian education. In school, they are not motivated, and even when they get into university, some drop out or are expelled from tertiary education. The graduates from the B40 income group are among those who are in the statistics of unemployment. To overcome the problem, it is suggested that the B40 students be equipped with grit and resilience, a construct in educational and psychological field. It is important for university graduates to have a high level of grit in themselves so that they will be more motivated and sustainable in pursuing their academic success and later not easily give up during job hunting. The Ministry of Higher Education has also outlined resilience (grit) as one of the nine Malaysian future-proof skill sets that need to be learned and practiced by Malaysian graduates to face the Fourth Industrial Revolution (4IR). By using a desk-based research approach, this paper aimed to discuss the importance of grit and resilience in education and how the two traits can be applied in Malaysian Education. Grit and resilience can be enhanced among B40 students through self-regulated learning and concerted efforts by parents, schools and the government.

Grit as a Predictor of Academic Success Among Associate Degree Nursing Students.

The purpose of this study was to explore whether grit is a predictor of success in associate degree nursing (ADN) programs. A question that challenges admission decision-making in nursing programs is "Who will succeed?" This question is particularly relevant in ADN programs, which often have higher attrition rates than baccalaureate programs. This longitudinal, mixed-methods study was conducted with 451 ADN students across nine programs, including interviews with seven unsuccessful students and nine successful students. Short Grit Scale scores were not found to be statistically significant as a predictor of academic success; however, themes that emerged from the interviews do align with the theory of grit. Further research is needed to explore whether recognizing the level of grit in students during admission processes would help identify students who are likely to succeed.

Understanding Positive Psychological Factors for Sustainable EFL Learning

The purpose of this study was to explore the relationship between foreign language enjoyment, grit, and English language performance. This study adopted a descriptive correlational research design involving 388 Chinese EFL university students. Self-reported questionnaires and the College English Test-Band 4 were utilised to collect the data. The findings reported a moderate to high level of language enjoyment and grit among the students. No significant differences were found between male and female students regarding their language enjoyment and grit. Furthermore, the path analysis showed that language enjoyment and grit could significantly predict English language performance.