A Study on Elementary and Middle School Teachers’ Perception of Educational Supports for Students with Health Disabilities

JangHyun, Lim; Jeongyoun, Kim; Kim, Si-Won

doi:10.18541/ser.2017.11.16.4.169

Cited by 1 publication

(2 citation statements)

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“…First, the model that separated the sub-elements of grit (i.e., interest and effort) was found to fit better than the one that did not, which supports the view of a two-factor structure rather than conceptualizing grit as a single factor (Duckworth & Quinn, 2009; Muenks et al, 2017; Tyumeneva et al, 2019). The findings concur with the results of studies that used non-western and especially East Asian samples (Li et al, 2018; Lim, 2017; Nishikawa et al, 2015). For example, Datu et al (2017) and Kuruveenttissery et al (2021) ascertained that three dimensions may be extracted from grit and the current grit’s factor structure is not universal (Hasan et al, 2020).…”

Section: Discussionsupporting

confidence: 89%

“…Although this result was similar across almost all regions of the world, the presence of the general grit factor was relatively less in Asian and Latin American samples. This aligns with Lim’s (2017) study using a South Korean sample since it revealed that the two-factor model best fit the data based on the comparison of various models including the one-factor, two-factor, and bifactor model.…”

Section: Introductionsupporting

confidence: 87%

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How Grit-S Items Work in Measuring Growth: Focusing on Item Discrimination and Sensitivity to Change

Lim

Lee

2022

Journal of Psychoeducational Assessment

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This study investigates how sensitively the current grit measure (Grit-S) is able to reflect the differences between individuals (i.e. item discrimination) and change within individuals (i.e. sensitivity to change of items) using longitudinal data. Data from the Korean Children and Youth Panel Study 2018 of elementary (fourth grade) and middle school (seventh grade) cohorts were analyzed. We compared a series of longitudinal factor models of change with an initial trait and a change in grit represented by latent traits. Results showed that the models hypothesizing two latent traits with respect to the two elements of grit (interest and effort) best fit the data. In the elementary school cohort, sensitivity to change was different from discriminating between-person differences at baseline. Meanwhile, in the middle school cohort, sensitivity to change was identical to discriminating between-person differences at baseline. The items having low discrimination and low sensitivity to change resulted in syntactical complexity and did not accurately reflect the trait that was intended to be measured. Despite the Grit-S being widely used for many years, it is suggested that researchers and educators should administer this measure at taking an individual’s change and school-level difference into account.

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