Enhancing Self Efficacy and Grit: How Educational Teams Can Promote Inner Strengths of Students With Disabilities in Inclusive Schools

Miller, Erez C.; Kass, Efrat

doi:10.21125/edulearn.2019.0550

Cited by 2 publications

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“…Several non-cognitive factors in the instructive field, like selfassurance, grit, and self-efficacy, can bring about the ideal learning result (Alhadabi and Karpinski, 2020). Indeed, constructive features like grit and self-efficacy have been viewed among the most essential predictors of achievement in people (Miller and Kass, 2019). As learners perform better in a classroom setting, grit and self-efficacy have significant roles in their success.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Conceptual Constructs of Learners’ Goal Commitment, Grit, and Self-Efficacy

Han

2021

Front. Psychol.

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Although learners’ success in learning has generally been attributed to cognitive factors, non-cognitive issues in education should be taken into consideration in the process of learning which affects learners’ achievement. One of these issues, which become popular among researchers in the previous decade is grit, that is, posited as passion and perseverance thanks to its enduring quality and the other is self-efficacy. Another factor is goal commitment that talks about the way to reach a goal or insistent determinations to achieve a goal. The proposed review attempts to focus on these three factors in regulating students’ learning achievement. Accordingly, some educational suggestions are offered for teachers, students, and syllabus designers.

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Section: Introductionmentioning

confidence: 99%

“…Self-efficacy and grit share the trait of allowing an individual to cope with difficulty and persist despite obstacles. Excitement, motivation, effort, and optimism are also considered to be part of grit (Miller and Kass, 2019).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Conceptual Constructs of Learners’ Goal Commitment, Grit, and Self-Efficacy

Han

2021

Front. Psychol.

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IRT Analysis of the Grit-S Scale: Evaluation With Racially/Ethnically Diverse Adolescents in the US

Farmer,

Wei,

Gale

et al. 2024

Journal of Psychoeducational Assessment

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Objective: The factor structure of the Grit-S is the subject of much debate. The purpose of this study was to examine the factor structure of the Grit-S and validate its psychometric properties among racially/ethically minoritized adolescents using Item Response Theory (IRT). Method: Data were collected from 651 racially/ethnically minoritized adolescents who were enrolled in a college access program in a U.S. northeastern state. Results: The analysis indicated the Grit-S has a correlated two-factor model, consisting of a Perseverance of Effort (PE) subscale and a Consistency of Interest (CI) subscale, without a higher-order grit factor. Moreover, item information curves indicated the PE subscale has a low precision at the higher level of theta. The concurrent validity with self-efficacy indicated PE has a strong correlation with self-efficacy while CI does not. Conclusions: The Grit-S may need to be revised to assess the concept of grit for racially/ethnically minoritized adolescents. Valid measurement of the grit construct is crucial to applied research and evaluation of interventions specifically designed to promote grit in adolescents. Additional research is needed to examine how racially/ethnically minoritized adolescents understand the concept of grit.

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Enhancing Self Efficacy and Grit: How Educational Teams Can Promote Inner Strengths of Students With Disabilities in Inclusive Schools

Cited by 2 publications

References 0 publications

Exploring the Conceptual Constructs of Learners’ Goal Commitment, Grit, and Self-Efficacy

Exploring the Conceptual Constructs of Learners’ Goal Commitment, Grit, and Self-Efficacy

IRT Analysis of the Grit-S Scale: Evaluation With Racially/Ethnically Diverse Adolescents in the US

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