Academic grit modulates school performance evolution over time: A latent transition analysis

Postigo, Álvaro; Cuesta, Marcelino; Fernández-Alonso, Rubén; Garcı́a-Cueto, Eduardo; Muñiz, José

doi:10.1016/j.psicoe.2021.03.001

Cited by 15 publications

(13 citation statements)

References 37 publications

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“…Hence, personal tutors and mentoring may be of great use, where the student has someone who can help them academically and especially emotionally [ 90 , 91 ]. In this regard, more emotionally related interventions teaching the student a better growth mindset about their own skills may benefit their emotional results [ 92 , 93 , 94 ]. In addition, because many problems begin in kindergarten [ 95 ], more preventative approaches should be considered, such as the pre-kindergarten program, which offers a child-centered curriculum with strong literacy and language development while working hand-in-hand with parents [ 96 ].…”

Section: Discussionmentioning

confidence: 99%

Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

Postigo

Fernández-Alonso

Fonseca‐Pedrero

et al. 2022

IJERPH

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Academic self-concept is one of the most important non-cognitive variables in determining students’ attitudes towards school and their performance. The objective of this study was to use a longitudinal approach to analyze how academic self-concept changed between primary and secondary schools and to analyze the factors that affected that progression. The sample consisted of 7379 students (47.4% girls) evaluated at two time-points: fourth grade and eighth grade. Six schooling pathways were analyzed: repeating a year before fourth grade, repeating between fourth and eighth grade, and repeating eighth grade. Five two-level hierarchical linear models of intrasubject means were assessed. The results indicate that academic self-concept falls dramatically between primary school and secondary school, varying according to background variables. Nevertheless, the most influential factor was the students’ schooling pathway. This study reinforces the evidence that, at least in the Spanish context, educational policies need to address alternatives to repetition.

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Section: Discussionmentioning

confidence: 99%

Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

Postigo

Fernández-Alonso

Fonseca‐Pedrero

et al. 2022

IJERPH

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“…However, previous homework research has not yet explicitly examined the influence of one cluster of variables-goal orientations-on students' management of homework environment. Consequently, it would be important to incorporate goal orientations in our study, as students are more likely to put forth effort and persevere with achievement-related activities when they have high academic goal commitment (Postigo et al, 2021;Tang et al, 2021) and when they focus on their effort, progress, and self-improvement (Cellar et al, 2011;DeShon & Gillespie, 2005;Pintrich, 1999). Such study would be important because achievement goals are reciprocally related to achievement and interest (Scherrer et al, 2020), and because students' management of homework environment is positively associated with prior achievement and homework interest (Xu, 2012).…”

Section: Gaps In Prior Researchmentioning

confidence: 99%

Individual and class-level factors for students’ management of homework environment: The self-regulation perspective

2022

Curr Psychol

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The present study investigated the predictive effects of clusters of variables on homework environment management based on the data from 3018 students in Grade 8. These clusters included: background variables, homework characteristics, adult support and monitoring, homework purposes, goal orientations, and contextual control. At the individual level, management of homework environment was significantly related to at least one variable from each of the six clusters. Specifically, it was associated negatively with time spent watching TV, and positively with prior achievement, homework interest, homework quality, family help, teacher feedback, academic purpose, self-regulatory purpose, mastery-approach, and help seeking. Additionally, males managed homework environment less frequently than females. Finally, management of homework environment was positively related to homework quality at the class level.

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“…El compromiso en el trabajo puede considerarse un impulsor empresarial clave en el éxito organizacional, asociado con un efecto positivo en la innovación (Gorgievski et al, 2010;Lisbona et al, 2018); productividad y desempeño empresarial (Gupta & Sharma, 2016;Lesener et al, 2020;Soares & Mosquera, 2019), rendimiento y nivel de bienestar (Bakker & Oerlemans, 2019;Martínez et al, 2020;Postigo et al, 2021a;Ruiz-Zorrilla et al, 2020). Los empleados comprometidos mantienen la motivación y se adaptan con éxito al cambio (Petrou et al, 2012), transfieren comportamientos y actitudes positivas a otros miembros del equipo, pudiendo así mejorar su rendimiento (Castellano et al, 2019;Vesga-Rodríguez et al, 2020), siendo probable que actúen como embajadores de sus organizaciones (Robertson & Markwick, 2009).…”

Section: Discusión Y Conclusionesunclassified

“…El compromiso es un factor importante en la gestión de las organizaciones por su influencia en el grado de eficacia, la capacidad de innovación y competitividad de las mismas; además, se vincula con niveles más altos de desempeño tanto a nivel individual como de organización (Barría-González et al, 2021;Halbesleben, 2010;Lesener et al, 2020;Martínez et al, 2020;Postigo et al, 2021aPostigo et al, , 2021b. Los empleados comprometidos con la organización son proactivos, promueven innovación e invierten esfuerzos en mejorar los resultados de su organización (Harter et al, 2002;Ruiz-Zorrilla et al, 2020); disfrutan con los logros de su trabajo (Gorgievski et al, 2010;Spontón et al, 2019), por lo que se ha investigado la relación entre compromiso laboral y felicidad en el trabajo (Fisher, 2010).…”

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Compromiso laboral: nueva escala para su medición

Prieto-Díez¹,

Postigo²,

Cuesta³

et al. 2021

RLP

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Introducción. Uno de los factores más determinantes del rendimiento laboral es el grado de compromiso de las personas con las actividades que realizan. El objetivo de esta investigación es el desarrollo y análisis psicométrico de una nueva escala para la evaluación del compromiso laboral. Método. Se empleó una muestra de 599 trabajadores en activo, el 51% clasificados como emprendedores. El 53% fueron hombres y la media de edad fue de 44.41 años (DT = 8.78). Resultados. La nueva escala desarrollada consta de 10 ítems y muestra una estructura esencialmente unidimensional. La fiabilidad fue excelente (a = .92;  = .92), y se obtuvieron evidencias de validez en relación con el Clima Organizacional (r = .540), Personalidad Emprendedora (r = .701), Felicidad (r = .674), Reparación Emocional (r = .470), y Estabilidad Emocional (r = .440). Conclusión. La escala desarrollada para la evaluación del compromiso laboral muestra unas buenas propiedades psicométricas, constituyendo una herramienta muy adecuada para su utilización tanto en investigación como en contextos profesionales aplicados.

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Academic grit modulates school performance evolution over time: A latent transition analysis

Cited by 15 publications

References 37 publications

Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

Individual and class-level factors for students’ management of homework environment: The self-regulation perspective

Compromiso laboral: nueva escala para su medición

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