Examining the domain specificity of grit

Cormier, Danielle L.; Dunn, John G.H.; Dunn, Janice Causgrove

doi:10.1016/j.paid.2018.11.026

Cited by 107 publications

(99 citation statements)

References 10 publications

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“…As discussed, grit has been widely touted as an important predictor of positive academic outcomes (such as grade point average, retention, and intention to persist in college) across multiple academic domains (Credé et al, 2017;Eskreis-Winkler et al, 2014;Eskreis-Winkler et al, 2016;Muenks et al, 2017Muenks et al, , 2018. However, the current results join more recent contributions from the grit literature in suggesting that specific outcomes might be better predicted by more domain-specific perseverance constructs (e.g., Cormier et al, 2019;Muenks et al, 2018;Schmidt et al, 2019;Usher et al, 2019). More critically, the present findings-especially the indirect association between the perseverance facet of grit and behavioral persistence in math via math-specific perseverance-complement the recent findings of Usher et al (2019) by suggesting that the ability of domain-general perseverance to predict narrow or specific outcomes may run through more proximal domainspecific factors.…”

Section: General Trait Versus Domain-specific Predictors Of Behaviorasupporting

confidence: 46%

“…That is, in addition to the domain-general beliefs about perseverance (e.g., "I am a hard worker"), students likely hold domain-specific beliefs about their tendency or ability to persist when working on math problems that are difficult or that take a long time to complete. We refer to this construct as math-specific self-perceived perseverance (for similar constructs, see Cormier, Dunn, & Dunn, 2019;Schmidt, Fleckenstein, Retelsdorf, Eskreis-Winkler, & Möller, 2019) and contrast it with domain-general self-perceived perseverance, which is equivalent to the "perseverance of effort" subscale of Duckworth's grit measure. Throughout the paper we sometimes use the shortened terms "math-specific perseverance" and "domain-general perseverance" to refer to these self-perception constructs.…”

Section: Exploring Math-specific Perseverance As a Potential Predictomentioning

confidence: 99%

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Domain-general and math-specific self-perceptions of perseverance as predictors of behavioral math persistence

Miele

Browman

Shen

et al. 2020

The Journal of Experimental Education

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Three studies examine a novel pathway by which the perseverance component of the personality trait grit might predict college students' behavioral persistence when solving challenging math problems. Specifically, we focus on the intervening role of what we refer to as math-specific selfperceptions of perseverance, which captures students' perceived tendency and ability to persevere on challenging math problems. Across studies, we found that this math-specific construct was correlated with behavioral math persistence, whereas the domain-general perseverance component of grit was not. Despite there being no correlation between one's general perceptions of perseverance and behavioral persistence on math problems, we consistently found significant indirect effects of general perceptions through math-specific perceptions of perseverance. That is, in all three studies, grittier students viewed themselves as more capable of persevering on challenging math problems, which ultimately predicted their behavioral persistence at a later time point.

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Section: General Trait Versus Domain-specific Predictors Of Behaviorasupporting

confidence: 46%

Section: Exploring Math-specific Perseverance As a Potential Predictomentioning

confidence: 99%

Domain-general and math-specific self-perceptions of perseverance as predictors of behavioral math persistence

Miele

Browman

Shen

et al. 2020

The Journal of Experimental Education

View full text Add to dashboard Cite

show abstract

“…Lastly, modelling the relationship between academic grit and school performance using a structural equations model. Many studies have looked at the role of grit in school performance, but the study of grit as a specific domain (academic grit) has been much less common (Clark & Malecki, 2019;Cormier et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

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

Postigo

Cuesta

Fernández-Alonso

et al. 2020

Psicología Educativa

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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

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“…Researchers should keep this in mind when interpreting the present findings. From this perspective, further research may consider incorporating other dimensions of grit (e.g., adaptability to situations; Datu et al, 2017a) or broadening the domain specificity of grit (Cormier et al, 2019). This is because increasing the number of indicators may contribute to greater accuracy and certainty in defining the grit profiles.…”

Section: Limitations and Implicationsmentioning

confidence: 99%

The Associations of Parental Harsh Discipline, Adolescents’ Gender, and Grit Profiles With Aggressive Behavior Among Chinese Early Adolescents

Cui

Lan

2020

Front. Psychol.

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Although the association between parental harsh discipline and aggressive behavior in adolescence has been well established, little attention has been paid to early adolescence. Moreover, the risk and protective factors (the interplay of parents' and adolescents' gender, the role of grit) in this association during this period are still less explored in the literature. Guided by a socioecological framework, the current study (more exploratory in nature) identified the grit profiles based on two dimensions (i.e., perseverance and consistency) in a sample of Chinese early adolescents; likewise, this study further investigated gender-specific patterns and the moderating role of grit profiles in the association between parental harsh discipline and aggressive behavior. A total of 1,156 Chinese early adolescents (46.5% girls) were involved in this study and completed a set of self-report questionnaires. Latent profile analysis revealed three profiles of grit: low perseverance and low consistency, high perseverance and low consistency, and high perseverance and high consistency. Moreover, linear regression analysis indicated that paternal and maternal harsh discipline were each positively associated with aggressive behavior. The positive association between paternal harsh discipline and aggressive behavior was only significant for adolescent boys with low levels of perseverance and consistency; in contrast, the positive association between maternal harsh discipline and aggressive behavior was significantly stronger for adolescent boys with high levels of perseverance and consistency. These findings suggest that parental harsh discipline presents a risk factor for aggressive behavior, especially for adolescent boys in early adolescence; such a vulnerable effect is more heightened for those with low levels of perseverance and consistency. In addition, although grit is assumed to be a positive personal attribute, maternal harsh discipline to boys in the Chinese family context may disturb their positive development pathway during early adolescence, which is highly discouraged.

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Examining the domain specificity of grit

Cited by 107 publications

References 10 publications

Domain-general and math-specific self-perceptions of perseverance as predictors of behavioral math persistence

Domain-general and math-specific self-perceptions of perseverance as predictors of behavioral math persistence

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

The Associations of Parental Harsh Discipline, Adolescents’ Gender, and Grit Profiles With Aggressive Behavior Among Chinese Early Adolescents

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