Temporal Stability of Grit and School Performance in Adolescents: A Longitudinal Perspective

Abstract

The development of students' socio-affective and social skills is part of the general objectives of national curricula (Eurydice, 2018). These are extremely important aspects in the educational context as they are part of students' overall development (Abrahams et al., 2019). In line with these curricular aims, large-scale evaluation programs have begun to include non-cognitive aspects. For example PISA 2015 included collaborative problem solving (OECD, 2017), and in 2018 it included global competence, conceptualized as the capacity to understand others' perspectives and points of view (OECD, 2018, 2019). Educational evaluations with large samples in Latin America have explored socioeconomic factors associated with performance (Murillo & Hernández-Castilla, 2011). In the United States, The National Assessment of Educational Progress includes an adaptation of the Grit Scale (Duckworth et al., 2007). Grit is one of the noncognitive variables that has appeared most often in the literature over the last ten years. It consists of a positive trait based on an individual's perseverance, combined with the passion for achieving a long-term objective (Duckworth et al., 2007). As Duckworth (2016) put it, being gritty is holding on tightly to a meaningful objective, being gritty is falling seven times but getting up eight. Despite the increase in research into grit in the last ten years, results have not been conclusive. One of the most recent debates about grit is whether it should be considered as a general or specific domain (Cormier et al., 2019). Most studies have focused on grit

Academic resilience in European countries: The role of teachers, families, and student profiles

“…Academic resilience is closely connected to the student's personality characteristics such as socio-affective variables, self-concept, academic expectations, causal attributions, and confidence in their own abilities [17][18][19][20][21][22]. There is also a broad consensus among researchers that academic resilience is strongly linked to motivational variables such as effort, persistence, personal strength, the ability to work autonomously, enthusiasm for learning, and enjoyment of reading [19][20][21][23][24][25].…”

University Students' Online Learning During COVID-19: The Role of Grit in Academic Performance

“…Notwithstanding these limitations, this is the first study to our knowledge to investigate the role of grit, self-efficacy, and psychological distress on academic performance in online learning settings. Also, few are the studies that analysed academic grit longitudinally, and mainly with younger students (e.g., Jiang et al, 2019 ; Tang et al, 2019 ; Postigo et al, 2021b ). This study permits development of knowledge on key aspects of academic performance and academic success, and will encourage future investigations that may inform the policy of university institutions on the mental health of their academics and students.…”

Personalidad emprendedora, responsabilidad, autocontrol y grit: El lado psicológico del autoempleo

“…One of the important implications of these results is the connection between different psychological variables when explaining a single fact: becoming self-employed or not. One positive point is that there are studies showing that noncognitive and personality variables can be malleable (Mueller et al, 2017;Peña & Duckworth, 2018;Postigo et al, 2021;Tough, 2012), even in organizational settings (Li et al, 2019(Li et al, , 2020. This raises the idea that one might intervene in personal characteristics so that people have more tools and strategies, improving their perceptions of their abilities to start a business.…”