Level Of Grit Research Articles

Debunking the grit-retention relation among historically disadvantaged students in a South African Open Distance e-Learning (ODeL) institution

ABSTRACT This paper sought to examine psychological grit, defined as passion and perseverance for long-term goals, and its efficacy in determining postgraduate retention among historically disadvantaged students enrolled at the University of South Africa (UNISA). The Grit-S scale was used to gauge the level of grit among the participants (n = 594) followed by one-year lagged secondary data, which sought to ascertain retention among the sample. Previous performance at an undergraduate level (i.e. passed or passed with distinction) and demographic attributes (i.e. gender, age, ethnicity and home language) were also included in the scale and used as controls. Results from the binary logistic regression revealed that psychological grit is not a significant predictor of retention from one year to the next (β = .02, OR = 1.02, p = .91), nor does it add incremental value when controlling for previous undergraduate performance and demographic attributes (β = .08, OR = 1.09, p = .58). The paper concludes with a discussion on these pertinent results.

코로나19 이후 항공서비스관련학과 교육환경이 진로결정수준에 미치는 영향 : 그릿의 매개효과

This study attempted to conduct a study on the factors of the educational environment that affect the level of grit and career decision in the COVID-19 situation for college students in aviation service-related departments who will have difficulty finding employment at the same time as graduation due to the aviation industry continues due to COVID-19. Therefore, the results of this study are as follows. First, it was found that the quality of instructors and educational programs had a statistically significant effect on the influence relationship between the university education environment and the career decision level. However, it was found that the physical environment did not have a statistically significant effect. Second, in the relationship between the university education environment and the grit, it was found that the instructor's qualifications, educational programs, and physical environment were all significant. Third, it was proved that grit had a significant influence on the level of career decision. In addition, the mediating effect of grit was verified in the influence relationship between the university education environment and the career decision level. Based on these research results, we would like to derive implications for the university's educational environment where the continuous career decision level can lead to direct action for students in the aviation service department who want to get a job in the aviation industry in need due to COVID-19.

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.

Relationship between Social Media Addiction Levels and Academic Procrastination among Undergraduate Students in Malaysia: Grit as the Mediator

The current study examines grit as a mediator in the relationship between social media addiction and academic procrastination. Social media platforms were used to recruit 88 young adult undergraduates aged 18-26. This study was a non-experimental, correlational mediation design. Participants were asked to complete the Social Media Addiction Scale – Student Form, Academic Procrastination Scale – Short Form, and Short Grit Scale questionnaires. It was hypothesized that grit would be a statistical mediator for the effects of social media addiction on academic procrastination. The hypothesis was supported as results showed a full mediation. The current study suggests that social media addiction predicts lower level of grit and thus higher tendency of academic procrastination. It is advised that institutions encourage undergraduates to cultivate grit in order to break the vicious cycle of social media addiction and academic procrastination.

Reducing Salesperson Turnover Intentions via Organizational Market Orientation and Selective Hiring: A Job Demand-Resources Approach

ABSTRACT Purpose This study is designed to respond to repeated calls for research on sales person retentionby building upon a mature research stream to identify ways to reduce turnover in boundary spanning employees and the resultant effect it has on organizational productivity. Specifically, this research draws on the Job Demands-Resources model to explore the effect of employee perceptions of firm market orientation as a way to reduce role stressors and subsequently turnover intentions. It also looks at employee traits that may serve as a buffer to the role stress to turnover intentions link and can be part of the hiring selection process (in this case grit). In so doing, this research uses a sample of early career salespeople to examine the effects of a firm’s market orientation (MO) and selective hiring for specific traits (level of grit) on a salesperson’s intention to quit using Job Demand-Resources as a framework. Design/Methodology/Approach The authors utilized a questionnaire to collect data from a sample consisting of 260 respondents who were employed full-time and worked in either B2B or B2C sales as boundary-spanning employees. The measures utilized in this study have been used in previous research and have demonstrated acceptable reliability and validity. Analysis of the latent constructs was conducted using PLS-SEM. The model was assessed as specified in the hypotheses and was estimated using the PLS algorithm to obtain path coefficient estimates. Findings Findings suggest that organizations can benefit internally from strong MO by mitigating stressors placed on boundary-spanning employees. Those who perceived strong MO in their employer experienced more clearly defined roles, which led to decreased role ambiguity. These increased levels of job satisfaction, which reduced turnover intention. Additionally, Grit appears to only moderate the link between role conflict and job satisfaction, which suggests that grit can serve as an additional resource salespeople can tap into in response to the demands of role stressors thereby reducing their likelihood of leaving their positions. Research Implications In this research, inclusion of market orientation as an antecedent to role stressors in the Job Demands-Resources model expands the conceptualization of the construct as it relates to salespeople in that market orientation is something the firm can control directly. This opens research opportunities to use this model in the sales literature. In addition, the job-demands-resources model expands the role of grit beyond positive psychology to be viewed as a resource in stressful situations and puts the role of grit into a theoretical framework for use in business contexts. As such, the current work suggests that the grit scale can be used to replace measures used for similar constructs such as tenacity. Practical Implications This research suggests that role ambiguity can be reduced by the presence of a market orientation. This reduction in role ambiguity leads to an increase in job satisfaction which leads to reduced turnover intention. Thus, this study indicates that there may be a cost-saving benefit (e.g. recruiting and retention efforts, lost sales, etc.) that accrues to firms with a market orientation due to reduced salesperson turnover via role perceptions. This supports that the idea that organizations can benefit from market orientation not only externally, but also internally in terms of mitigating stressors placed on boundary-spanning employees. Therefore, companies should push for adoption of market orientation in order to alleviate some key role stressors placed on their salespeople in addition to the already established benefits from external customers. The link between grit, job satisfaction, and turnover intentions is another positive finding. As expected, job satisfaction helps reduce turnover intentions; however, the relationship is moderated by grit in such a way that people with higher grit show a weaker link between job satisfaction and turnover intentions while those with lower levels of grit show a stronger link between job satisfaction and turnover intentions. This raises human resource issues in the hiring process: human resource managers should work to identify salespeople with high levels of grit in order to better minimize turnover intentions given the cost of turnover to organizations. Originality This research expands existing research by examining the effects of a firm’s market orientation (MO) and selective hiring for specific traits (level of grit) on a salesperson’s intention to quit using Job Demand-Resources as a framework Combining these two literature streams – market orientation and salesperson grit – is novel and will inspire new thinking and foster new insights. This study serves as a starting point for future research to examine firm controllable resources (market orientation) along with employee traits that can act as a buffer (grit) when resources are scarce.

Grit and Resiliency Basis for Crafting Intervention Program towards Academic Success

Education is one of the investments among the students to achieve success in life, thus, to achieve it, such learners must accept the responsibility and strive harder. The study explored the profile of the 234 first-year Bataan Peninsula State University-Dinalupihan Campus students in Academic Year 2021-2022, level of grit and resiliency, the difference in grit and resiliency according to the profile of the respondents, and the influence of grit and resiliency on academic as basis for an intervention program towards academic success. This study used a sequential-explanatory design, where the quantitative results were collected from a survey questionnaire and qualitative results composed of open-ended questions to further explain the findings. Frequency count, percentage, arithmetic mean, independent t-test, One-Way Analysis of Variance (One-Way ANOVA), Multiple Linear Regression, and MAXQDA were used as statistical treatment. Findings revealed that most of the respondents are female from Bachelor of Elementary Education with below Php5,000 socioeconomic status, somewhat gritty, and academically resilient. To be gritty and resilient, respondents tend to be hardworking, goal-oriented, optimistic, plan ahead, persistent, and self-motivated. Furthermore, there is a significant difference among the programs in terms of negative affect and emotional response under resiliency, and grit and resiliency are significant predictors of academic success. These findings were used to design an intervention program towards academic success among first-year students. Keywords: Grit, Performance, Programs, Resilience

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.

잠재성장모형을 활용한 교사애착관계, 그릿, 스스로 학습시간의 종단 관계 분석

Objectives The purposes of this study were to understand the changes in teacher attachment relationship, grit, and self-learning time that appeared over the period from the 7th grade to the 9th grade and to examine the structural relationship among them. Methods For this purpose, the results of the longitudinal relationship and change over time using multivariate latent growth model were verified using the longitudinal panel data of middle school students over 3 years of the Korean Children and Youth Panel Survey 2018 (KYCPS 2018). Results As a result of examining the change over time, the level of teacher attachment relationship and grit decreased gradually, and self-learning time increased gradually. As a result of analyzing the initial values in the structural relationship of the three variables, it was found that teacher attachment relationship affects grit and self-learning time, and grit affects self-learning time. As a result of analyzing the longitudinal influence according to the rate of change of the variables, it was found that the rate of change in the teacher attachment relationship had a significant positive effect on the rate of change in grit. In addition, grit was found to have a significant longitudinal mediating effect between teacher attachment relationship and self-learning time. Conclusions Through the verification of significant positive relationship between teacher attachment relationship and grit on self-learning time of middle school students, which expanded understanding of the self-learning time was brought. In addition, it is necessary to solidify teacher attachment relationship to promote students’ grit by discovering the longitudinal influence of teacher attachment relationship on students’ grit. And it can be understood that students can smoothly form their self-learning time through grit promoted by attachment relationship with the teacher.

잠재성장모형을 활용한 교사애착관계, 그릿, 스스로 학습시간의 종단 관계 분석

Objectives The purposes of this study were to understand the changes in teacher attachment relationship, grit, and self-learning time that appeared over the period from the 7th grade to the 9th grade and to examine the structural relationship among them. Methods For this purpose, the results of the longitudinal relationship and change over time using multivariate latent growth model were verified using the longitudinal panel data of middle school students over 3 years of the Korean Children and Youth Panel Survey 2018 (KYCPS 2018). Results As a result of examining the change over time, the level of teacher attachment relationship and grit decreased gradually, and self-learning time increased gradually. As a result of analyzing the initial values in the structural relationship of the three variables, it was found that teacher attachment relationship affects grit and self-learning time, and grit affects self-learning time. As a result of analyzing the longitudinal influence according to the rate of change of the variables, it was found that the rate of change in the teacher attachment relationship had a significant positive effect on the rate of change in grit. In addition, grit was found to have a significant longitudinal mediating effect between teacher attachment relationship and self-learning time. Conclusions Through the verification of significant positive relationship between teacher attachment relationship and grit on self-learning time of middle school students, which expanded understanding of the self-learning time was brought. In addition, it is necessary to solidify teacher attachment relationship to promote students’ grit by discovering the longitudinal influence of teacher attachment relationship on students’ grit. And it can be understood that students can smoothly form their self-learning time through grit promoted by attachment relationship with the teacher.

Effects of Risk Factors on Belizean Adolescents' Academic Behaviors and Grit after Prolonged Absence During the COVID-19 Pandemic.

This causal-comparative study explored the effects of risk factors-family status, parental marital status, family income, and parent education level-on Belizean adolescents' academic behaviors and grit (passion and perseverance in goal achievement) following prolonged absence during the COVID-19 pandemic. Data were collected online using a demographic survey, the Grit-S Scale (Duckworth & Quinn, 2009), coupled with eight additional items to measure academic behaviors (attendance, preparedness, attention, note-taking, participation, organization, use of out-of-school time, and homework completion and submission) for success (Farrington et al., 2012) from secondary and tertiary students in Belize. With rare exception, Belizean education took place in person before the pandemic. This changed to remote teaching and learning during the pandemic. Findings showed that adolescents from the defined risk factor of single-parent households experienced greater declines across all eight academic behaviors. Additionally, this effect was more pronounced for adolescents who experienced the loss of a parent from divorce or death of a parent. For grit, there were two key outcomes: (a) adolescents from nuclear and higher income families had slightly higher levels of grit; and (b) adolescents from parents with lower educational attainment had significantly higher levels of grit than their peers. Based on these findings, recommendations include more study of schools that invest in becoming trauma responsive when evaluating engagement and performance during prolonged absences. Future research should assess adolescents' level of academic behaviors, grit, and other noncognitive factors.

Fostering non-cognitive skills and academic performance: Experimental evidence from women’s-only colleges in Pakistan

We conduct a randomized control trial to investigate the effect of a soft-skills intervention that highlights the role of beliefs about perseverance on non-cognitive skills, effort, and academic performance of college students. We have a sample of 366 undergraduate students from women-only and public colleges in a major metropolitan city in Pakistan. We find that a brief discussion stressing perseverance and a constructive interpretation of failures led to increased level of grit among treated students one year after the intervention. However, we find no significant increase in hours of study and college attendance after one year or test scores two and nine months after the intervention. Our findings suggest that soft-touch interventions may impact non-cognitive skills, but they can be insufficient for improving academic achievement.

Effect of different arousal emotions on grit

Grit, which is defined as the will to achieve long-term goals and overcome difficulties, is an important resource of the individual in addition to intelligence. Emotions can activate people’s behavioral tendencies. Modern research shows that certain negative emotions can affect people in different ways. The purpose of this article is to study the differentiated influence of various emotions on persistence. The target group of the study is young people aged 18 to 25 years. Anger, disgust, fear, sadness, happiness, and relaxation were defined as independent variables, and participants’ scores on the endurance questionnaire were selected as the dependent variable. Harmon-Jones “Discrete Emotion Questionnaire” and Duckworth’s “Short Grit Scale” were used to measure emotion and grit. The results of the study showed that subjects in an emotional state of happiness and anger have a higher level of grit than subjects in a neutral emotional state. In a state of disgust, individuals increase perseverance than under the influence of neutral emotions. In addition, the state of sadness and fear affects the decrease in the level of grit. These studies provide preliminary evidence for the impact of different emotions on persistence. The practical significance of the study lies in the application of empirical data on the differentiated influence of specific negative emotions on human behavior in the regulation of the motivational-demand spheres of the personality. Key words: academic performance, discrete emotions, grit, negative emotions, positive emotions.

Grit increases strongly in early childhood and is related to parental background

Grit has been identified as a very important non-cognitive skill that is positively related to educational achievements and labor market success. Recently, it has also been found to be malleable through interventions in primary schools. Yet, little is still known about its development in early childhood and the influence of family background. We present an experiment with 429 children, aged 3–6 years. We measure the level of grit as children’s perseverance in a real effort task and their willingness to challenge themselves successfully with another, more difficult task. Based on a principal component analysis, we find that grit increases strongly with age. Parents’ assessment of their child’s grit is correlated with the actual behavior of their child. Education of parents plays a role for perseverance. Yet, children’s level of patience is unrelated to their level of grit.

Connectedness within the Statistics Classroom

Background Statistics courses are a necessary component of undergraduate education, but psychology majors often have negative associations with statistics. One way to promote learning within classrooms is to promote classroom connectedness, but few studies have examined classroom connectedness using a social network paradigm. Objective The purpose of this study was to examine the degree of connectivity within the lab component of a statistics course, and test if the networks were associated with psychological constructs related to academic success, specifically, grit and resilience. Method Using descriptive network analysis and exponential random graph models (ERGMs), we examined the level of connectedness in statistics labs and whether or not students were likely to connect with each other based on sharing similar levels of grit and resilience. Results Results suggested an overall low degree of connectivity within each lab. However, in the most well-connected lab, students were more likely to connect with other students who had a dissimilar level of grit, but a similar level of resilience. Conclusion There is high variability between different student networks, although all networks were sparse. Future research could further examine the connection between student connectedness, grit and/or resilience, and how these could connect to student outcomes. Teaching implications fostering classroom connectedness could improve student learning outcomes.

GRIT AND INTEREST: CORRELATES OF STUDENTS’ BREAD &amp; PASTRY PRODUCTION SKILLS

This descriptive-correlational study investigated the influence of students? grit and interest in relation to their skills in Bread and Pastry Production. The participants were the fifty Grade 9 students of BPP in a National High School in the Division of Cagayan de Oro. Questionnaires and rubric were used to gather data which would analyze using descriptive and inferential statistics. Findings of the study revealed that students? grit in terms of belief was rated high, and the courage, passion and persistence were rated moderate. Results also shows that students? interest in BPP was high. And their skills in BPP in terms of preparation, production of baked products and cleaning and maintenance of tools and equipment during their performance tasks were good. The results further show that there is significant association of students? grit and interest in BPP to their skills in BPP which implied that students who have high level of grit in all dimensions, as well as those who have high interest in the subject also tend to demonstrate high skills in BPP in terms of preparation, production of baked products and cleaning and maintenance of tools and equipment and vice versa.

The beneficial effect of growth mindset intervention for adolescents in economically disadvantaged areas of China

The existing research has explored the effects of growth mindset intervention on individuals in Western culture. This study sought to determine whether growth mindset intervention has a positive impact on adolescents in economically disadvantaged areas of China. Participants in this study were 324 junior high school students who were randomly divided into the intervention group and the control group. The intervention group received six weeks of intervention classes designed to help students learn, internalize, and reinforce the concept of growth mindset. The aims of intervention were to build students’ beliefs that the brain is plastic and that individuals can change by their efforts and help students acquire the strategies to cope with the difficulties. The control group was given six classes on mental health, including time management, habit formation, and memory strategies, which were unrelated to growth mindset. All participants’ implicit theory of intelligence, fixed-trait attributions, grit, and state anxiety were assessed in the pre-test and post-test. The results showed that compared with the control group, the intervention group had a significant increase in growth mindset, the level of grit, and decrease in fixed-trait attributions. That is, for students in the intervention group, strengthening of growth mindset was accompanied by more frequent use of process-focused attribution styles, more perseverance, and greater efforts when faced with challenges and setbacks. Collectively, the results suggested that having a strong growth mindset of intelligence may help students adopt more proactive coping strategies and protect them from the deleterious effects of poverty on student development.

The Relationship between Grit Personality and Resilience

Grit personality and resilience traits are important elements that influence the quality of student learning. The objective of this study was to identify the level of grit and resilience as well as the relationship between both variables. This study used a quantitative study design in the form of a survey. A total of 387 respondents among UKM students were selected through cluster random sampling techniques. The Short Grit Scale (Grit-S) and Resilience Scale Questionnaire were used to collect data. The analysis results showed that the respondents had a medium-high grit level (SD = 0.866) and high resilience trait level (SD = 0.738). Pearson’s correlation analysis was used to determine the relationship among the variables, and regression analysis was used to determine the regression coefficient of the variables on each other. Findings showed a moderate positive correlation between grit and resilience (r = 0.442, p < 0.01). Grit explained 19.3% of resilience’s total variance. Based on this evidence, it can be said that grit personality is a predictor of resilience. As grit is an emerging concept in the literature, more concrete findings and evidence are required for a comprehensive and conclusive understanding of its implications.

한국어 학습자의 그릿과 자기효능감이 한국어 능력에 미치는 영향 - 태국인 한국어 학습자를 중심으로 -

The purpose of this study is to examine factors, such as grit and self-efficacy among Thai students learning Korean as a foreign language. In addition, the study will explore the complex correlation between these concepts’ subfactors and the students’ proficiency in Korean. To address the goal, a survey and statistical analysis were carried out with 295 learners studying Korean in Thai middle schools, high schools and universities. The results attained were as follows: First, as subfactors consisting of Korean learners’ grit, two factors, consistency of interest and perseverance of effort, were found, and as the subfactors of self-efficacy, three factors were extracted as task difficulty preference, self regulatory efficacy, and self-confidence. Second, each of the subfactors consisting of Korean learners’ grit and self-efficacy differed by their educational background or grade. In particular, the undergraduate group exhibited a high level of grit and self-efficacy compared to the other groups. Third, various correlations were observed between the Korean language learners’ grit, self-efficacy and Korean proficiency. It was observed that, perseverance of effort, the subfactor of grit influenced the learners’ Korean proficiency significantly, whereas consistency of interest did not. It was also observed that, all three subfactors of self-efficacy had a positive influence on the Korean proficiency of the learners. When self-efficacy was inserted as a parameter, it was observed that, self-confidence mediated the correlation between consistency of interest and Korean proficiency. In addition to this, the mediating role of self-regulatory efficacy and task difficulty preference in the relation between perseverance of effort and Korean proficiency was also brought to light. This study is significant as it provides insights into the subfactors of grit and self-efficacy of Korean language learners in Thailand and examines the complex correlation between each of these factors and the learners’ proficiency.

A Correlational Study on Mindset, Grit, and Adversity Quotient of Pre-Service Teachers: Evidence in Philippines and Hongkong

Understanding pre-service teachers' mindset, grit, and adversity quotient boosts their morale, confidence, and self-esteem as future educators. This descriptive-correlational research determined the relationship between the aforementioned constructs of pre-service teachers in the Philippines and Hong Kong. The respondents of the study were 155 pre-service teachers from two Asian countries. The data were gathered through answering an online questionnaire generated through Google forms and disseminated through e-Mail and messenger on social networking sites. The responses from the respondents were automatically stored at the Google drive application. The standardized questionnaires were used in the study. The respondent's mindset was assessed using Dweck's Mindset Instrument (DMI). In terms of grit, it was measured using Duckworth's Grit-Short Scale, and the respondent's adversity quotient was examined using The Adversity Quotient Profile® 9.1 by Dr. Paul G. Stoltz. The majority of the pre-service teachers in the two Asian countries are dominated by female students with an ideal age bracket suited as university students possessing a growth mindset. Students with a growth mindset have displayed a higher level of grit and adversity quotients than those students with a fixed mindset. This study concluded that mindset and adversity quotient is significantly associated. Hence, stakeholders involved in the development of 21st-century learners should promote the mindset, but they may also develop other essential parallel variables, such as the adversity quotient, to encourage them to be desirable attribution necessary for being global and competitive citizens of the society.

The Role of Grit Among Polish EFL Majors: A Comparative Study of 1st-, 2nd-, and 3rd-Year University Students

The foreign and second language (L2) learning process is shaped by a constellation of individual difference (ID) factors, some of which (e.g., age, anxiety, motivation, aptitude, learning styles, language learning strategies) have long been investigated by specialists, whereas others have only recently attracted their attention. One of such underexplored variables is grit, usually referred to as a personality trait predictive of success and supportive of various important skills including, among others, cooperation and creative thinking. Given the vital role that this ID factor might play in the L2 classroom, the present paper reports a mixed-methods study which addressed the following issues: (1) the level of grit experienced by 99 Polish university BA students majoring in English, (2) the differences in this respect between 1st-, 2nd- and 3rd-year students, and (3) possible manifestations and dynamics of grit in learning English as a foreign language (EFL). Grit was measured using the Polish version of Teimouri et al.’s (2020) language-specific grit scale and a semi-structured interview. One-way ANOVA was employed to quantitatively compare the means of the respondents enrolled in different levels of a BA program, whereas a four-stage procedure (Dörnyei, 2007) was adopted to analyze the qualitative data. The results demonstrated a relatively high level of grit among all the respondents and statistically significant differences for one of its components, that is, consistency of interest in learning the target language between 1st- and 2nd- as well as 1st- and 3rd-year students. This particular subconstruct of grit was found to be mediated by such factors as learning styles and strategies, emotions, weariness or personality. In addition, grit was shown to be linked to participants’ identification of their L2 learning weaknesses and the ability to eliminate them.