Relationships among grit, academic performance, perceived academic failure, and stress in associate degree students

Abstract

The present study examined the relationships among grit, academic performance, perceived academic failure, and stress levels of Hong Kong associate degree students using path analysis. Three hundred and forty-five students from a community college in Hong Kong voluntarily participated in the study. They completed a questionnaire that measured their grit (operationalized as interest and perseverance) and stress levels. The students also provided their actual academic performance and evaluated their perception of their academic performance as a success or a failure. The results of the path analysis showed that interest and perseverance were negatively associated with stress, and only perceived academic failure was positively associated with stress. These findings suggest that psychological appraisal and resources are more important antecedents of stress than objective negative events. Therefore, fostering students' psychological resilience may alleviate the stress experienced by associate degree students or college students in general.

Examining the relationship between grit and academic achievement within K‐12 and higher education: A systematic review

“…Among 31 studies that examined the effect of consistency of interest on students' academic achievement, 12 reported significant positive results (Hodge et al, 2018;Li et al, 2018;Lin & Chang, 2017;Mason, 2018;Muenks, Yang, & Wigfield, 2018;Rimfeld, Kovas, Dale, & Plomin, 2016;Sheehan, 2014;Williams, 2017), 11 reported nonsignificant results (Akos & Kretchmar, 2017;Dixson, Roberson, & Worrell, 2017;Dixson, Worrell, Olszewski-Kubilius, & Subotnik, 2016;Hwang et al, 2017;W. Lee, 2017;MacCann & Roberts, 2010;Wolters & Hussain, 2015), and three reported mixed results (Kelly et al, 2014;Muenks et al, 2017;Steinmayr, Weidinger, & Wigfield, 2018).…”

“…A total of 31 studies examined the effect of perseverance of effort on students' academic achievement, among which 27 reported a significant positive effect (Akos & Kretchmar, 2017;Dixson et al, 2016;Hodge et al, 2018;Hwang et al, 2017;Li et al, 2018;Lin & Chang, 2017;Mason, 2018;Muenks et al, 2017;Rimfeld et al, 2016;Sheehan, 2014;Steinmayr et al, 2018, studies 1 and 2; Williams, 2017;Wolters & Hussain, 2015), two reported a nonsignificant effect (Dixson et al, 2017;W. Lee, 2017) and one reported mixed results (Kelly et al, 2014).…”

All That Glitters Is Not Grit: Three Studies of Grit in University Students

“…Negative correlations between grit and certain psychological outcomes have also been established. Research has revealed a negative correlation between grit and perceived stress, arguing that “psychological resources, particularly grit, make students less prone to stress.” While there is a positive association between perceived academic failure and stress (Lee, 2017). This research suggests that focusing on stress management may reduce perceived academic failure, enhance grit and, in turn, improve academic success and personal achievement.…”

Estrés social y rendimiento académico en adolescentes: proyecto DADOS

“…Sin embargo, existe literatura científica que examina la asociación entre otros tipos de estrés (por ejemplo, a cadémico) y el rendimiento académico en este grupo de población, así como en otros grupos de edad. Nuestros resultados coinciden con los obtenidos por Lee (2017), quien indicó que el estrés se asociaba positivamente con el fracaso académico percibido e inversamente con el rendimiento académico en jóvenes. De igual modo, Grasses y Rigo (2010) examinaron la influencia del estrés en el rendimiento ac adémico en 471 adolescentes y mostraron que los estudiantes con niveles elevados de estrés presentaban un menor rendimiento académico.…”