Students’ Grit Level as a Predictor of Their Academic Achievement in Engineering Design Courses

Abstract

The primary purpose of this study is to explore the relationship between engineering students’ year of study, gender and grit level. This study also aims to assess whether there is any relationship between students’ peer assessment scores in a collaborative project-based learning course and their goal orientation — either towards performance goals or learning goals — and their grit level. The study design is a quasi-experimental design, and the methods used in this study are quantitative. Student grit level was measured using a 12-item scale. The questionnaire was administered in three engineering design courses at different levels of study. The first course is an introduction to engineering design course for firstyear engineering and computer sciences students; the second is an introduction to engineering design course for second-year engineering and computer science students; and the third is a computer-aided design/computer-aidedmanufacturing (CAD/CAM) engineering design capstone course for fourth-year mechanical engineering students. Data collection occurred during the fall semester of 2018- 2019 academic year. Students’ grit level was not found to be a predictor of students’ peer assessment scores, although their goal orientation predicted their level of contribution to their team project.

Individual Characteristics as Predictors of Program Completion of Ph.D. Students in Makerere University

“…However, the findings of Christopoulou et al (2018) differed from those of Littman-Ovadia & Lavy, 2016). They discovered that grit had a weak to moderate link with education, which was later validated by Galaleldin and Anis (2019), who discovered that students' grit levels were not statistically significant predictors of students' assessment results. Ph.D. students with poor grit, on the other hand, became bored and disillusioned and either gave up or selected alternative actions (Christopoulou eta al., 2018).…”

“…A Ph.D. student with high perseverance not only invests greater energy in a specific work at a given time but also does so with consistent stamina across time in pursuit of long-term goals (Littman-Ovadia & Lavy, 2016). Galaleldin and Anis (2019) discovered that grit was highly associated with higher grades, class involvement, and a wide range of both academic and nonacademic achievements. This is because hardworking Ph.D. students used stamina, kept on track, had a stronger sense of belonging, displayed better self-control, mental well-being, life satisfaction, a sense of value, resilience, and a growth mindset, and achieved their objectives.…”

“…Nonetheless, many of the earlier studies were conducted outside of Makerere University, for instance: India (Bhatia, 2012); China (Chen et al, 2018); Australia (O'Mahony & Jeske, 2019); Nigeria (Nachinaab & Alexander, 2019); Busitema University (Sennyonga and Nakiganda, 2020;Andama, 2020). Some were conducted with both high school students and university students (Christopoulou et al, 2018), while others were exclusive to Nursing schools (Gómez-Salgado et al, 2019) and Engineering courses (Galaleldin & Anis, 2019). This contextual gap necessitated a study to be conducted in Makerere University.…”

تباین استراتیجیات التعلم المنظم ذاتیا والتحصیل الدراسی بتباین العزم الأكادیمی وضبط الفعل (توجه الحركة/السكون) لدى طلاب الجامعة

“…. (Black, 2014;Rimfeld et al,2016;McClendon, et al, 2017;Fong & Kim, 2019;Lam & Zhou, 2019;Waters, et al, 2019;Alhadabi & Karpinski, 2020;Alzerwi, 2020;Yaure et al, 2021;Martin et al, 2022) ‫ال‬ ‫بين‬ ‫إحصائيا‬ ‫دالة‬ ‫موجبة‬ ‫عالقة‬ ‫وجود‬ ‫إلى‬ ‫اسي،‬ ‫الدر‬ ‫التحصيل‬ ‫و‬ ‫عزم‬ ‫نتائج‬ ‫كشفت‬ ‫حين‬ ‫في‬ ‫من‬ ‫كل‬ ‫اسات‬ ‫در‬ (Bazelais et al, 2018;Weisskrich, 2018;Fox et al, 2019;Galaleldin & Anis, 2019;Tiatri & Sari, 2020;Donita et al, (Kuhl & Goschke, 1994, 94-95) . ‫وصف‬ ‫وقد‬ (Kuhl, 1985, 104- (Kuhl, 1985, 109;Diefendorff et al, 2000;Dahling et al, 2015) .…”

“…‫فيها‬ ‫التحكم‬ ‫يمكن‬ ‫التي‬ ‫المستقبل‬ ‫و‬ (Kuhl, 1985, 109;Diefendorff et al, 2000, Baumann & Kuhl, 2003Dahling et al, 2015) . (Zimmerman, 2000, 16-24;Zimmerman & Campillo, 2003, 238-246;Zimmerman & Moylan, 2009, 300-305 Wolters & Hussain, 2015;Muenks et al, 2017;Marentes-Castillo et al, 2019;Tiatri & Sari, 2020;Jiang et al,2021;Martin et al, 2022 (Bazelais et al, 2018;Weisskrich, 2018;Fox et al, 2019;Galaleldin & Anis, 2019;Tiatri & Sari, 2020;Donita et al, 2022) ‫من‬ ‫كل‬ ‫اسات‬ ‫در‬ ‫نتائج‬ ‫مع‬ ‫وتختمف‬ ، (Black, 2014;Rimfeld et al,2016;McClendon, et al, 2017;Fong & Kim, 2019;Lam & Zhou, 2019;Waters, et al, 2019;Alhadabi & Karpinski, 2020;Alzerwi, 2020;Martin et al, 2022;Yaure et al, 2021) . & Hussain, 2015;Muenks et al, 2017;Marentes-Castillo et al, 2019;Tiatri & Sari, 2020;Martin et al, 2022…”