Development of the grit scale for children and adults and its relation to student efficacy, test anxiety, and academic performance

Sturman, Edward D.; Zappala-Piemme, Kerri

doi:10.1016/j.lindif.2017.08.004

Cited by 68 publications

(60 citation statements)

References 32 publications

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“…Researchers have explained that observers tend to rate their favorite targets more highly, particularly when test items are positive questions, such as positive emotions or characters (Jussim, ; Najman et al, ). Therefore, to avoid possibly inflated correlations, we decided to exclude teacher ratings (e.g., Alan, Boneva, & Ertac, ; Barrington, ; O'Neal, ) and parent ratings (e.g., Sturman & Zappala‐Piemme, ) of grit. Outcome measures were restricted to academic achievement, which was generally defined as the achievement of a particular result in a numerical grade in an assignment, exam, or degree within nonspecific subjects or GPA (Richardson, Abraham, & Bond, ).…”

Section: Methodsmentioning

confidence: 99%

“…For example, Wolters and Hussain () reported that perseverance of effort consistently predicted a series of self‐regulated learning indicators, including value, self‐efficacy, cognition, metacognition, time and study environment management strategies, and procrastination, while consistency of interest was only associated with some of these indicators. Also, Sturman and Zappala‐Piemme () found that the effect size of consistency of interest on students’ Math test was much larger than perseverance of effort; in contrast, perseverance of effort showed larger effect sizes on English language arts test. As such, we meta‐analyzed the studies by taking grit both at an overall level and at a more specific level.…”

Section: Introductionmentioning

confidence: 99%

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

Lam¹,

Zhou²

2019

Psychology in the Schools

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In recent years, grit has drawn increasing attention from both researchers and practitioners. As an important noncognitive indicator, grit has been used to understand individual success and performance in various fields. However, past empirical research has shown inconsistent findings on the relationship between grit and academic achievement. This study aims to review and synthesize past empirical findings on the relationship between grit and academic achievement. Forty‐four relevant articles involving a total of 60,133 participants met the inclusion criteria and were synthesized in this meta‐analysis. Our findings suggest that (a) overall grit level and its two facets (consistency of interest and perseverance of effort) are positively associated with academic achievement; (b) the association between grit and academic achievement is moderated by grade level; and (c) perseverance of effort shows the largest effect size on students’ academic achievement when compared with overall grit level and consistency of interest.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Lam¹,

Zhou²

2019

Psychology in the Schools

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“…Intervensi growth mindset perlu dibarengi dengan kegigihan untuk mendukung peningkatan school well-being siswa. Kegigihan merupakan usaha yang terfokus dalam mencapai kesuksesan dari suatu tugas meski harus menghadapi berbagai rintangan dan adanya kemampuan untuk mengatasi rintangan tersebut (Sturman & Zappala-Piemme, 2017). Kegigihan dapat menjadi karakter dalam diri siswa yang membantunya mengatasi kesulitan dan situasi krisis yang dialami (Arya & Lal, 2018).…”

Section: Diskusiunclassified

“…Sementara resiliensi tidak melibatkan unsur tersebut dan secara umum lebih menekankan pada kemampuan seseorang untuk bangkit kembali dari pengalaman negatif atau menekan (Stoffel & Cain, 2018), yang sementara. Lebih jauh, kegigihan dianggap sebagai faktor nonkognitif yang memprediksi kesuksesan siswa (Sturman & Zappala-Piemme, 2017) karena ketahanannya dalam berusaha, meskipun menghadapi hambatan-hambatan dalam mencapai tujuan jangka panjangnya (Duckworth, 2016). Siswa yang gigih akan memperoleh kesuksesan karena berusaha keras menghadapi tantangan dan mempertahankan usaha guna mencapai tujuannya.…”

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Peran Kegigihan Dalam Hubungan Growth Mindset Dan School Well-Being Siswa Sekolah Menengah

Wahidah

Royanto

2019

j. talenta

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This study investigates the relationship between school well-being, growth mindset, and grit. The subjects involved in this study are students from grade 12 in high public and private schools in Purbalingga, Central Java (n=418). The research method used is quantitative method with data collection through three questionnaires, i.e., School Well-Being Scale (32 items, α=0.853); Mindset Scale (20 items, α=0.804); and Grit Scale for Children and Adult (12 items, α=0.774). Results indicated a positive affact growth mindset on school well-being, a positive affact growth mindset on grit, and confirmed the mediating role of grit. It was concluded that the effect of growth mindset on school well-being of senior high school students in Purbalingga was mediated by grit. Growth mindset in students predicts higher school well-being through the enhancement of grit. Thus, giving intervention of growth mindset and grit can be carried out by school to improve students’s school well-being.Keywords: grit, growth mindset, high schools, school well-being Tujuan dari penelitian ini adalah untuk mengetahui hubungan school well-being, growth mindset, dan kegigihan. Partisipan yang terlibat adalah siswa kelas 12 sekolah menangah atas dari sekolah negeri dan sekolah swasta di daerah Purbalingga, Jawa Tengah (n=418). Metode penelitian yang digunakan adalah metode kuantitatif dengan pengumpulan data melalui tiga kuesioner, yaitu skala School Well-Being (32 aitem, α=0.853); skala Mindset (20 aitem, α=0.804); and Grit Scale for Children and Adult (12 aitem, α=0.774). Hasil penelitian menunjukkan adanya pengaruh positif growth mindset terhadap school well-being, pengaruh positif growth mindset terhadap kegigihan, dan kegigihan terkonfirmasi sebagai mediator. Dapat disimpulkan, pengaruh growth mindset terhadap school well-being pada siswa sekolah menengah di Purbalingga dimediasi oleh kegigihan. Growth mindset pada siswa memprediksi school well-being, melalui pengembangan kegigihan. Oleh karena itu, pemberian intervensi dengan menyasar growth mindset dan kegigihan disarankan dapat dilakukan sekolah untuk meningkatkan school well-being siswa.Kata kunci: growth mindset, kegigihan, school well-being, sekolah menengah atas

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“…Disagreements over the consistency of interest dimension and its lack of relation to achievement have contributed to alternative definitions of the grit construct (Sturman & Zappala-Piemme, 2017). The Grit Scale for Children and Adults (GSCA) developed by Sturman and Zappala-Piemme (2017) contains vocabulary appropriate for younger participants and proposes that grit is reflected in the ability to focus and follow through on any potential activity of interest.…”

Section: Discrepancy In Findingsmentioning

confidence: 99%

Grit, Mindset, and Academic Performance: A Study of Pre-University Science Students

Bazelais

Lemay

Doleck

et al. 2018

EURASIA J MATH SCI T

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Recent studies in educational psychology highlight the role of motivational variables such as trait-like perseverance. Studies have linked such variables (e.g., grit and mindset) to academic performance. However, research has reported inconsistent findings in explaining academic achievement differences. Drawing from a sample of pre-university students (N = 309), the present study assesses the efficacy of both grit and mindset in predicting academic achievement. The results suggest that neither grit, nor mindset was predictive of academic achievement. These findings have significant theoretical and practical implications.

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Development of the grit scale for children and adults and its relation to student efficacy, test anxiety, and academic performance

Cited by 68 publications

References 32 publications

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

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

Peran Kegigihan Dalam Hubungan Growth Mindset Dan School Well-Being Siswa Sekolah Menengah

Grit, Mindset, and Academic Performance: A Study of Pre-University Science Students

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