Reflecting on past failures leads to increased perseverance and sustained attention

DiMenichi, Brynne C.; Richmond, Lauren L.

doi:10.1080/20445911.2014.995104

Cited by 37 publications

(48 citation statements)

References 63 publications

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“…If possible influential factors are established, experts in the fields of psychology and education may develop corresponding training programs to improve an individuals’ grit level by facilitating the development of these factors. Evidence from the limited literature has shown that several factors—such as belief in free will (Li et al, ), purpose commitment (Hill, Burrow, & Bronk, ), and reflecting on past failures (DiMenichi and Richmond, )—might have predictive ability for grit. Among these influential factors, a psychological construct known as “mindset” has drawn considerable attention in the past several years.…”

Section: Introductionmentioning

confidence: 99%

Neuroanatomical correlates of grit: Growth mindset mediates the association between gray matter structure and trait grit in late adolescence

Wang

Dai

et al. 2018

Human Brain Mapping

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There is a long-standing interest in exploring the factors related to student achievement. As a newly explored personality trait, grit is defined as a person's tendency to pursue long-term goals with continual perseverance and passion, and grit plays a critical role in student achievement. Increasing evidence has shown that growth mindset, the belief that one's basic abilities are malleable and can be developed through effort, is a potential factor for cultivating grit. However, less is known about the association between grit and the brain and the role of growth mindset in this association. Here, we utilized voxel-based morphometry to examine the neuroanatomical correlates of grit in 231 healthy adolescent students by performing structural magnetic resonance imaging. The whole-brain regression analyses revealed that the regional gray matter volume (rGMV) in the left dorsolateral prefrontal cortex (DLPFC) negatively predicted grit. In contrast, the rGMV in the right putamen positively predicted grit. Furthermore, mediating analyses suggested that growth mindset served as a mediator in the association between left DLPFC volume and grit. Our results persisted even after controlling for the influences of self-control and delayed gratification. Overall, our study presents novel evidence for the neuroanatomical basis of grit and highlights that growth mindset might play an essential role in cultivating a student's grit level.

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Section: Introductionmentioning

confidence: 99%

Neuroanatomical correlates of grit: Growth mindset mediates the association between gray matter structure and trait grit in late adolescence

Wang

Dai

et al. 2018

Human Brain Mapping

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“…Such individuals are more equipped to succeed in environments with great uncertainty (Perry, Chandler & Markova 2012;Sarasvathy 2001), leveraging unforeseen circumstances to work in their favour. Recently, DiMenichi and Richmond (2015) revealed that focusing on past failures resulted in increased perseverance and sustained attention in comparison to reflecting on past successes. It appears that gritty individuals reframe negative past experiences into a more constructive outcome for future success in comparison to their less gritty counterparts.…”

Section: Discussionmentioning

confidence: 99%

“…Grit has been studied in relation to enhanced self-discipline (Duckworth & Kern 2011), sustained attention (DiMenichi & Richmond 2015), self-regulated learning (Wolters & Hussain 2015) and approaches to happiness (Von Culin, Tsukayama & Duckworth 2014). In the context of goaldirected behaviour, both grit and self-regulation highlight the importance of regulating behaviour under challenging circumstances to achieve long-term goals (Duckworth & Gross 2014).…”

Section: Introductionmentioning

confidence: 99%

Towards a new model of grit within a cognitive-affective framework of self-regulation

Armstrong

Lingen

Lourens

et al. 2018

SAJBM

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Grit – passion and perseverance for long-term goals – has been empirically shown to be a positive predictor of success across multiple contexts. The current study developed a new framework of grit within a framework of self-regulatory behaviours. Here, a qualitative approach was assumed to obtain interview data from chief innovation officers and chief information officers within technologically intensive industries. Empirical evidence was used to inductively determine the underlying cognitive-affective processing that influences gritty behaviour. Overall, six strategies were identified: temporal perspective, perpetual evaluation, motivational orientation, strength and resource gathering, system thinking and framing. Organisations may utilise the grit model developed here to enhance the grittiness of their innovation leaders by building effective cognitive-affective strategies.

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“…It has high internal reliability (α = .85) for the overall scale and for each facet (α perseverance = .78; α consistency = .84) (Duckworth et al, ). However, the two facets are differently related to behaviour indicators of high grit (DiMenichi & Richmond, ). Perseverance has been found to positively predict academic engagement and success (Duckworth & Quinn, ; Galla et al, ), whilst consistency of interest is not related to adaptive academic functioning (Datu et al, ).…”

Section: Non‐cognitive Skills: Definitions and Measuresmentioning

confidence: 99%

“…Perseverance has been found to positively predict academic engagement and success (Duckworth & Quinn, ; Galla et al, ), whilst consistency of interest is not related to adaptive academic functioning (Datu et al, ). The Grit Scale has also been criticised for transparent items which are easily subject to social desirability (DiMenichi & Richmond, ).…”

Section: Non‐cognitive Skills: Definitions and Measuresmentioning

confidence: 99%

Non‐cognitive skills: Potential candidates for global measurement

Zhou

2017

Euro J of Education

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Skills are widely considered as key elements that contribute to the sustainable development of nations and the well‐being of individuals. Given the increasing interests in the international comparisons of skills for informing educational policy, it is necessary to understand the definitions, measurement, and development of key skills. Using literature from economics, sociology, and psychology, this article focuses on non‐cognitive skills that have a positive effect on life outcomes and can be better developed through education and training. Three non‐cognitive skills – grit, self‐control and social skills are illustrated and thoroughly reviewed here. Although some progress has been made in developing and measuring non‐cognitive skills, there is currently no systematic global measure. Several factors hinder the global monitoring of non‐cognitive skills and inhibits effective non‐cognitive skills assessment across countries. These include a lack of solid evidence showing which soft skills predict academic and workforce outcomes and how does the strength of this relationship differ by situation.

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Reflecting on past failures leads to increased perseverance and sustained attention

Cited by 37 publications

References 63 publications

Neuroanatomical correlates of grit: Growth mindset mediates the association between gray matter structure and trait grit in late adolescence

Neuroanatomical correlates of grit: Growth mindset mediates the association between gray matter structure and trait grit in late adolescence

Towards a new model of grit within a cognitive-affective framework of self-regulation

Non‐cognitive skills: Potential candidates for global measurement

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