Effects of Grit on the Academic Success of Adult Female Students at Korean Open University

Abstract

This study examined the structural relationship between age, grit (i.e., perseverance of effort and consistency of interest), conscientiousness, self-control, and school success of female students at an Open University in Korea. We analyzed 509 students' responses, and it turned out that the level of perseverance of effort was negatively correlated with academic maladjustment. Also, perseverance of effort had a positive indirect effect on grade point average scores. Conscientiousness and self-control were found to be positively correlated with grit factors and they had negative effects on academic maladjustment through perseverance of effort. Age had both direct and indirect effects on grit and academic success of the students.

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

“…Among 31 studies that examined the effect of consistency of interest on students' academic achievement, 12 reported significant positive results (Hodge et al, 2018;Li et al, 2018;Lin & Chang, 2017;Mason, 2018;Muenks, Yang, & Wigfield, 2018;Rimfeld, Kovas, Dale, & Plomin, 2016;Sheehan, 2014;Williams, 2017), 11 reported nonsignificant results (Akos & Kretchmar, 2017;Dixson, Roberson, & Worrell, 2017;Dixson, Worrell, Olszewski-Kubilius, & Subotnik, 2016;Hwang et al, 2017;W. Lee, 2017;MacCann & Roberts, 2010;Wolters & Hussain, 2015), and three reported mixed results (Kelly et al, 2014;Muenks et al, 2017;Steinmayr, Weidinger, & Wigfield, 2018).…”

“…A total of 31 studies examined the effect of perseverance of effort on students' academic achievement, among which 27 reported a significant positive effect (Akos & Kretchmar, 2017;Dixson et al, 2016;Hodge et al, 2018;Hwang et al, 2017;Li et al, 2018;Lin & Chang, 2017;Mason, 2018;Muenks et al, 2017;Rimfeld et al, 2016;Sheehan, 2014;Steinmayr et al, 2018, studies 1 and 2; Williams, 2017;Wolters & Hussain, 2015), two reported a nonsignificant effect (Dixson et al, 2017;W. Lee, 2017) and one reported mixed results (Kelly et al, 2014).…”

“…The key to academic success has been researched by educators and researchers for many years (Doleck & Lajoie, ; Duckworth, Peterson, Matthews, & Kelly, ; Hwang, Lim, & Ha, ; Mattern & Shaw, ). Cognitive ability (such as intelligence) has long been used as the main tool to differentiate, explain, and predict academic success.…”

Grit, Mindset, and Academic Performance: A Study of Pre-University Science Students

“…When the Pearson correlation coefficient was computed for 669 nontraditional doctorate students' grit score and GPA, grit was slightly correlated with GPA for females but not males (Cross, 2014). The high dropout rates in distance learning programs were also of concern to Hwang et al (2017), who attribute academic maladjustment to other obligations such as work or family. To examine the relationship between grit, personality, age, and academic maladjustment, Hwang et al (2017) collected survey results from 509 female students at an Open University in South Korea.…”

“…The high dropout rates in distance learning programs were also of concern to Hwang et al (2017), who attribute academic maladjustment to other obligations such as work or family. To examine the relationship between grit, personality, age, and academic maladjustment, Hwang et al (2017) collected survey results from 509 female students at an Open University in South Korea. They found that age was positively associated with grit, which is consistent with previous studies (Duckworth et al, 2007).…”