All That Glitters Is Not Grit: Three Studies of Grit in University Students

Abstract

The present research looked at the importance of the concept of grit in University students based on a mixed-method approach. Study 1 comprised 440 University students. All were given the Grit Scale, the Perceived Stress Scale, the short Warwick–Edinburgh Mental Well-being Scale, the Office of National Statistics Well-being items and the Self-Control Scale. Levels of grit were significantly higher in female students, older students and postgraduates. Grit correlated highest with self-control. Study 2 looked at 340 University students. In addition to measuring self-control, mental well-being and grit, measures of resilience and mindsets were also added. A construct validity test of the Grit Scale showed that high grit scorers had significantly higher levels of self-control and mental well-being, were more resilient and were more likely to have a more growth oriented mindset. Grit varies with age and is most closely associated with the concept of self-control. The third study was a qualitative investigation with 10 successful graduates. Semi-structured interviews were coded using thematic analysis. Three broad themes emerged. The first, Passion and Perseverance, included themes of having short and long terms goals, resilience, dedication, and endurance. The second, Self-Control, included time management, self-awareness, prioritizing tasks and knowing strengths and weaknesses. The third theme identified was Positive Mindsets. This included having a positive attitude toward learning, the importance of feedback and constructive criticism and that success is not materialistic. The qualitative research has helped “unpack” concepts from the grit research and may enable University tutors to guide students better. Though these studies were only conducted in one English University, they have been stepping stones in our quest to discover what are the most important factors in determining student academic success? The development and piloting of our new Uni-Stride Scale, is the next step in this process.

Psychometric Assessment and Cross-Cultural Adaptation of the Grit-S Scale among Omani and American Universities’ Students

“…Further investigation of the influences of this concept among university students would provide deeper understanding about how it relates to productive academic outcomes. A mixed-method comprehensive project investigated grit among university students (N = 790), resulting in three studies (Kannangara et al, 2018). The quantitative studies of this project showed that gritty undergraduates had higher levels of self-control, resilience, mental well-being and were more likely to adopt a growth mindset.…”

Non-cognitive Skills and the Parent–child Relationship: A Cross-sectional Study

“…Moreover, our study uniquely found that NCS were associated with lifestyle as characterized by homework submission This study was also the first to examine adolescent mental health in the context of NCS. While previous research has examined mental health among university students in relation to the NCS [29,30], adolescents had not yet been considered. In addition, research has indicated that grit and school satisfaction are positively associated among adolescents [12], but few studies have examined how these items relate to mental health.…”

Grit-ability: Which Grit Characteristics Enable Success for Mothers Entering University?

“…Along with academic perspectives on grit, popular media has framed these traits as essential characteristics for healthy, productive development and necessary for achieving academic success (Gray, 2016). Interestingly, research by Kannangara et al (2018) showed a correlation between grit and gender, reporting a positive relationship between grit and grade point average; only present in females. Furthermore, female students demonstrated higher levels of grit characteristics (Kannangara et al, 2018) and maintained significantly higher interest levels than males (Cross, 2014).…”

“…Interestingly, research by Kannangara et al (2018) showed a correlation between grit and gender, reporting a positive relationship between grit and grade point average; only present in females. Furthermore, female students demonstrated higher levels of grit characteristics (Kannangara et al, 2018) and maintained significantly higher interest levels than males (Cross, 2014). Still, other research has found no gender differences and contend that grit was not a significant contributor to positive academic outcomes (Bazelais, Lemay & Doleck, 2016;Ivcevic, 2014;Stewart, 2015;West, 2015).…”

“…Many researchers noted a link between grit and success within a wide range of academic settings (Bowman, 2015; Wolters & Hussain, 2015). Studies have shown that students who demonstrated advanced levels of grit attained productivity, sustained motivation and achievement (Hodge et al, 2017;Kannangara et al, 2018;Pate et al, 2017) with some research reporting a positive correlation to higher grades (Cross, 2014;Wolf, 2015). Along with academic perspectives on grit, popular media has framed these traits as essential characteristics for healthy, productive development and necessary for achieving academic success (Gray, 2016).…”