Perseverance of Effort and Consistency of Interest: A Longitudinal Perspective

Abstract

The present research, enlightened by the dynamic approach to language learning, aimed to trace the co-development of English as a foreign language (EFL) learners’ perseverance of effort (PE) and consistency of interest (CI), the two subdomains of grit, over a course time. To this aim, a factor of curves model (FCM) was employed to trace the covariance of the subdomains of L2 grit longitudinally over time; to explore how changes in PE and CI are affected by their initial states; and to what extent the variations in PE and CI are explained by the underlying global factor of L2 grit. For data collection, the L2 grit scale was used with 1,384 adult EFL learners in four measurement occasions. The data were analyzed in Mplus with FCM in three steps. The results showed that firstly, in analyzing the direction of change in PE and CI, a higher mean was estimated in the growth (the slope) than the intercept. Evidence was also found for inter-individual variation. Secondly, the covariance between the intercept and slope of each subdomain was explored and for both the results revealed a negative covariance of the slope and intercept. Thirdly, the covariance of the intercepts and the slopes of the two subdomains was positive and significant. Fourthly, the variance of the intercept and slope of each subdomain proved to be explained to a large extent by the underlying global factor of L2 grit. These findings were discussed in the light of the potential variables associated with L2 grit and its related literature.

Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners

“…Dong (2022) found that a fixed mindset correlated with anger, shame, hopelessness, boredom and anxiety. Wang, Shirvan et al (2021) stated that learners with a fixed mindset suffered more from boredom. Furthermore, learners with a fixed mindset also avoid challenging jobs assuming that their efforts will not be up to the task (Papi, Bondarenko et al, 2019).…”

Guts, Resilience, Integrity, and Tenacity (GRIT) Among Mid Adolescent School Students in a District of South India: A Cross-Sectional Study

“…Future studies on GRIT can be done with mixed methodology using no sex difference in GRIT. 12,16,22,28,29 The females have been consistent in aiming and being more self-controlled, contributing to higher GRIT. Their findings that contradict ours -the ones in favor of male sex and that of the lack of significant sex difference for GRIT -can be explained.…”

“… 12 That study also showed GRIT was the lowest among 25–34-year-olds and highest among those ≥65years and that GRIT “grows with age and that one learns from experience that processes such as quitting plans, shifting goals, and starting over repeatedly are not good strategies for success.” In another study among college students, GRIT score had a mild positive relationship with age. 22 A study among older adults found that GRIT was stable throughout older adulthood and that it may serve as a shielding factor that supports active adaptation to the developmental challenges of aging. 23 Another study conducted in Mexico among 9th and 12th-grade children revealed that the measured consistency of interest increases with relative age (age with respect to classmates) and drops to a lesser amount with absolute age (age at measurement), whereas the measured perseverance of effort increases with absolute age but not with relative age.…”

“…In another study among college students, GRIT score had a mild positive relationship with age. 22 A study among older adults found that GRIT was stable throughout older adulthood and that it may serve as a shielding factor that supports active adaptation to the developmental challenges of aging. 23 Another 24 The different findings of various studies may be due to the varied age group of study participants.…”

Latent growth curve modeling for the investigation of emotional factors in L2 in longitudinal studies: A conceptual review

“…The dynamic line of research into L2 grit continued with longitudinal research conducted by Wang et al (2021b) on language learners’ perseverance of efforts (PE) and consistency of interest (CI). This research was also enriched by the dynamic view of language education, and intended to assess the parallel growth of EFL learners’ two dimensions of L2 grit (i.e., PE and CI) over a flow of time.…”