The impact of stress on later literacy achievement via grit and engagement among dual language elementary school students

O’Neal, Colleen R.

doi:10.1177/0143034317752519

Cited by 21 publications

(14 citation statements)

References 39 publications

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“…Researchers have explained that observers tend to rate their favorite targets more highly, particularly when test items are positive questions, such as positive emotions or characters (Jussim, ; Najman et al, ). Therefore, to avoid possibly inflated correlations, we decided to exclude teacher ratings (e.g., Alan, Boneva, & Ertac, ; Barrington, ; O'Neal, ) and parent ratings (e.g., Sturman & Zappala‐Piemme, ) of grit. Outcome measures were restricted to academic achievement, which was generally defined as the achievement of a particular result in a numerical grade in an assignment, exam, or degree within nonspecific subjects or GPA (Richardson, Abraham, & Bond, ).…”

Section: Methodsmentioning

confidence: 99%

Section: Eligibility Criteriamentioning

confidence: 99%

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Examining the relationship between grit and academic achievement within K‐12 and higher education: A systematic review

Lam¹,

Zhou²

2019

Psychology in the Schools

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In recent years, grit has drawn increasing attention from both researchers and practitioners. As an important noncognitive indicator, grit has been used to understand individual success and performance in various fields. However, past empirical research has shown inconsistent findings on the relationship between grit and academic achievement. This study aims to review and synthesize past empirical findings on the relationship between grit and academic achievement. Forty‐four relevant articles involving a total of 60,133 participants met the inclusion criteria and were synthesized in this meta‐analysis. Our findings suggest that (a) overall grit level and its two facets (consistency of interest and perseverance of effort) are positively associated with academic achievement; (b) the association between grit and academic achievement is moderated by grade level; and (c) perseverance of effort shows the largest effect size on students’ academic achievement when compared with overall grit level and consistency of interest.

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Section: Methodsmentioning

confidence: 99%

Section: Eligibility Criteriamentioning

confidence: 99%

Examining the relationship between grit and academic achievement within K‐12 and higher education: A systematic review

Lam¹,

Zhou²

2019

Psychology in the Schools

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“…This study included variables collected at each of 3 time points over 4 months—teacher‐reported emotional engagement and teacher‐reported adapted grit in addition to a student performance literacy achievement task; these variables were part of a larger study (i.e., O'Neal, ; O'Neal et al, under review). Time 1 was collected from January to February 2014, Time 2 from March to April 2014, and Time 3 from May to June 2014.…”

Section: Methodsmentioning

confidence: 99%

A reciprocal, moderated mediation model of grit, engagement, and literacy achievement among dual language learners

et al. 2018

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This short-term longitudinal study asked (a) how and for whom socioemotional factors like grit and emotional engagement predict later literacy achievement; and (b) if there are reciprocal effects between literacy and these socioemotional factors. An autoregressive crosslagged (ARCR) design included 3 time points over 4 months with an ethnic minority, dual language learner sample (n 5 142; 54% female; 75% Latina/o; M 5 9.47 years old). The procedure at each time point included teacher-reported student emotional engagement and adapted grit questionnaires in addition to a student literacy achievement performance task. A reciprocal model (i.e., socioemotional factors and literacy affect each other) was compared to direct (i.e., socioemotional factors impact literacy) and reverse (i.e., literacy impacts socioemotional factors) models. Results suggested that the reciprocal model fit better than the direct and reverse models. Within the reciprocal ARCR model, grit had a significant impact on later literacy achievement via the mediator of engagement and moderated by age. Findings hold implications for education discourse on reciprocal and indirect effects of grit on achievement among older elementaryaged dual language learners.

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“…Still, the relationship between reading skills and a child's concurrent physiological stress level is not understood among the beginning readers in Grade 1. Considering older students and their self-reported stress, higher perceived stress is related to lower reading efficiency and comprehension during preadolescence (O'Neal, 2018). Adolescent students with reading disabilities experience more stress at school and a higher number of depressive symptoms (Undheim & Sund, 2008).…”

Section: Reading Skills and Stressmentioning

confidence: 99%

Reading Skills, Social Competence, and Physiological Stress in the First Grade

Jõgi

Pakarinen

Tolvanen

et al. 2021

School Mental Health

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An awareness of school-related antecedents of children’s physiological stress at the beginning of school helps educators to prevent and mitigate children’s stress, the one of the major obstacles to their well-being and academic progress. We aimed to study the effect of reading skills and social competence on first-grade students’ salivary cortisol levels in natural settings. Based on previous results of the effects of everyday situations on children’s stress according to gender, we expected that both academic and social skills would affect girls’ physiological stress more, compared to boys. Our sample consisted of 277 students (7–8 years old, 50.2% girls). We used the highest salivary cortisol level of three morning samples and a cortisol level from the middle of the school day as physiological stress indicators. Reading skills were assessed by group-administered tests and social competence by teacher ratings. We found that lower reading comprehension skills and lower disruptiveness were related to higher cortisol levels for girls but not for boys. Higher empathy and lower disruptiveness moderated the effect of better reading comprehension on higher psychological stress in the middle of the school day only for girls. By recognizing the antecedents of children’s stress and supporting their academic and social skills, children’s, especially girls’, physiological self-regulation and coping skills in the primary grades will benefit.

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The impact of stress on later literacy achievement via grit and engagement among dual language elementary school students

Cited by 21 publications

References 39 publications

Examining the relationship between grit and academic achievement within K‐12 and higher education: A systematic review

Examining the relationship between grit and academic achievement within K‐12 and higher education: A systematic review

A reciprocal, moderated mediation model of grit, engagement, and literacy achievement among dual language learners

Reading Skills, Social Competence, and Physiological Stress in the First Grade

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