Grit and Persistence: Findings from a Longitudinal Study of Student Performance

Abstract

Aim/Purpose: The purpose of this study was to examine whether grit was a contributing factor to student persistence and success at minority serving institutions. Background: A number of studies conducted in the past fifteen years have concluded that grit is a positive predictor of achievement across many domains. But, is grit really the ultimate panacea for student success? This longitudinal study sought to answer that question by specifically focusing on business students attending a mid-Atlantic minority-serving institution that primarily serves low-income and first generation learners. Methodology: The research study under consideration used quantitative methods for data collection and analysis. It was initiated in the Fall of 2014 with the administration of the standard 12-item Grit assessment to all freshmen students enrolled in a university business department. Students were then followed longitudinally over a five year period with GPA and persistence to graduation documented. During the analyses, grit score was compared to participant first year GPA’s as well as retention and persistence to graduation via comparison tables and ANOVAs. Contribution: A lack of substantive studies conducted at HBCUs and other minority serving institutions poses a major gap in the existing literature available on grit. A number of authors have put forth a call to action for faculty at minority serving institutions to conduct meaningful studies focused on grit and student persistence in order to better inform the HBCU community. This study is specifically purposed to help fill some of the gaps in the available literature. The results of the research presented in this paper hopefully shed light on the need to explore non-cognitive factors that may affect student performance. In particular, research should explore factors that may, or may not, contribute to the success of under prepared college students in particular those who are from low income, first generation, and minority groups. This form of exploration is part of a commitment to positive student outcomes. Findings: According to the findings, there is a significant positive correlation between higher grit scores and both GPA and persistence to graduation. First year GPA, however, was not found to be a reliable predictor of academic success. Recommendations for Practitioners: As part of a commitment to positive student outcomes, faculty and administrators in higher education must be constantly exploring factors that may, or may not, impact student success. Recommendation for Researchers: The results of this research help to shed light on the need to explore elements that may help to contribute to the success of under prepared college students in particular those who are from low income, first generation, and minority groups Future Research: The authors conclude that while building the grittiness of freshmen students may lead to positive student outcomes, grit alone might not be enough. In fact, they postulate that grittiness without clarity of purpose, positive self-efficacy, and growth mindset may mean that students who may be gritty may not be exerting their energies appropriately. During the next phase, a model that is currently under development will be used as part of a mindset intervention to edify students about grit, growth mindset, locus of control/self-efficacy, and clarity of purpose. A complimentary research study examining student performance and perceptions will also be conducted.

Challenges of online teaching during COVID ‐19: An exploratory factor analysis

“…Online teaching is different because the instructor is not there to make students vigilant. The e‐learning system makes the role of the teacher more complex, as teachers have to collect, prepare, and present the information via the internet as a course facilitator (Adedoyin & Soykan, 2020 ; Bdair, 2021 ; Buzzetto‐Hollywood, 2007 ). The complexity of online teaching has increased the workload of teachers many folds (Adnan & Anwar, 2020 ; Connolly & Begg, 2006 ).…”

Introducing a Mindset Intervention to Improve Student Success

“…As explained in the literature review, grit and mindset go hand in hand (Burgoyne, et al, 2018) and grit can be a predictor of success (Buzzetto-Hollywood & Mitchell, 2019). As such, this intervention introduces grit early.…”

“…Many studies have reported that grit can serve as a predictor of success (Buzzetto-Hollywood & Mitchell, 2019). For example, Eskreis-Winkler, Duckworth, Shulman, and Beal (2014) examined high school juniors in 98 Chicago Public Schools who completed the 12-item grit assessment.…”

“…Since, mindset interventions have been shown to be particularly effective with underserved students, it stands to reason that they should be adopted widely and be effective at delivering positive outcomes at HBCUs (Buzzetto-Hollywood & Mitchell, 2019;Claro et al, 2016;Clay, 2016;Passarelli, 2014). Johnny C Taylor (Clay, 2016), President and CEO of the Thurgood Marshall College Fund, recommends using mindset interventions to build positive skills in HBCU students, suggesting the use of predictive self-assessment tests and analytics to build the knowledge and understanding of grit, resilience, and persistence.…”

“…In many ways HBCUs are uniquely American institutions that are representative of a legacy of systematic oppression of marginalized groups. Founded during a time of forced segregation, for over 100 years Historically Black Colleges and Universities have existed to provide educational opportunities to students who might be otherwise disregarded (Buzzetto-Hollywood and Mitchell, 2019;Schexnider, 2017). Currently, there are 101 accredited HBCUs educating nearly 300,000 students (Buzzetto-Hollywood & Mitchell, 2019).…”