Putting Measurement First: Understanding ‘Grit’ in Educational Policy and Practice

Abstract

Non‐cognitive dispositions have recently become psychological constructs of interest in the education, economics, philosophy, sociology, and psychology literature. In this article, I draw the distinction between property‐first and measurement‐first approaches to understanding the meaning of a particular non‐cognitive disposition theoretical term, ‘grit’, as well as the relationship between this term and its corresponding measurement procedure. I argue that, depending on which approach one takes, one is confronted with different norms for judging the success of any disposition‐measurement procedure pair, meaning that the difference in philosophical approaches may have practical import. I argue that the measurement‐first approach is the one educators and educational policy‐makers ought to adopt towards grit as it is less likely to lead to over‐valuing grit in situations where a gritty disposition may be harmful, better respects scientific virtues and values, and provides a clearer understanding of grit than the property‐first approach.

Toward a Work Motivation Conceptualization of Grit in Organizations

“…This perspective argues that grit is potentially aversive when exceedingly high or when poorly regulated. In advocating for a balanced view, Howard and Crayne (2019) labeled efforts toward unrewarding or meaningless goals as “inappropriate persistence.” Furthermore, Duckworth and Eskreis-Winkler (2013) questioned whether grittier individuals are vulnerable to the sunk cost fallacy, which contends that previous investments encourage continued effort because discontinuing acknowledges wasting resources (Peterson, 2015). Moreover, grittier employees may miss favorable opportunities for reward or development because of resoluteness to their original goal.…”

Parental Perceptions of Grit: First Steps Towards Building Effective Character Education Programs

“…Deslandes and Bertrand (2005) asserted that parental involvement plays a strong supporting role in education; however, involvement is more likely when participation is viewed as a requirement of schooling, rather than a voluntary activity (p. 165). Continual research on family influence and parental involvement discourages a grit ideology where all students must be gritty in order to achieve success (Gorski, 2016), and a property-first approach that prioritizes the construct of grit itself over individual growth (Peterson, 2015). Both the grit ideology and a property-first approach to fostering grit dismiss the protective and risk factors that affect the development of non-cognitive skills, including grit.…”

Grit and Retention Among First Year Hispanic College Students at a Hispanic Serving Institution

“…The association between retention and grit has resulted in the suggestion that grit be assessed upon matriculation and utilized to predict retention and success in higher education (Peterson, 2015). However, the use of grit as a predictor of retention may foster unfair prejudice within admissions, reduce student self-efficacy, and increase negative beliefs pertaining to one's intelligence (Akos & Kretchmar, 2017).…”