Grit, fit, gender, and academic achievement among first‐year college students

Whipple, Sara S.; Dimitrova‐Grajzl, Valentina

doi:10.1002/pits.22449

Cited by 14 publications

(11 citation statements)

References 53 publications

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“…Hence, students' engagement in SRL may function as a mediating pathway through which this aspect of grit is associated with enhanced academic outcomes. Evidence for the impact of grit on academic success has thus far been mixed (Whipple and Dimitrova-Grajzl 2021). The current research also explores this relationship and further determines whether grit and self-regulated learning together would form the basis of good performance in schools.…”

Section: Grit Srl and Academic Outputmentioning

confidence: 91%

Grit, motivational belief, self-regulated learning (SRL), and academic achievement of civil engineering students

Martin

Craigwell

Ramjarrie

2021

European Journal of Engineering Education

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The influence of grit on engineering student's achievement has been understudied. The association between grit, self-regulated learning (SRL), and academic achievement in civil engineering students was investigated using correlation and regression analysis. One hundred and one civil engineering students from various nationalities completed a self-report questionnaire that contained the Grit 12-item scale and the forty-four questions on motivational beliefs and self-regulated learning practices (MSLQ). Four of the five SRL variables were predicted by perseverance of effort: intrinsic value, self-efficacy, cognitive strategy use, and self-regulation. Initially, perseverance of effort predicted the current grade point average (GPA), but it was no longer a predictor after including SRL indicators. Consistency of interest was a predictor of cognitive strategy usage, but it did not affect students' academic achievement. GPAs were also predicted by student self-efficacy and age. The connection between academic accomplishment and grit is mediated by SRL engagement. Students' perceived competency and confidence in completing their degree were shown to be major determinants of their GPA. Furthermore, motivational beliefs had a greater effect on students' GPAs than grit did. In the majority of the study's constructs, female students outperformed males. GPAs were higher among younger students than among their older peers.

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Section: Grit Srl and Academic Outputmentioning

confidence: 91%

Grit, motivational belief, self-regulated learning (SRL), and academic achievement of civil engineering students

Martin

Craigwell

Ramjarrie

2021

European Journal of Engineering Education

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“…A great deal of research has been carried out to understand the variables affecting academic achievement. However, only a few studies have focused on the role of gender in predicting a student's academic success (Whipple and Dimitrova-Grajzl, 2021 ). Female students not only surpassed their male counterparts in academic achievement but also in classroom activities and participation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, it needs to be explored further in the socio-cultural context (Mathew et al, 2013 ; Fallan and Opstad, 2016 ). According to Whipple and Dimitrova-Grajzl ( 2021 ), gender has a significant role in academic achievement. They maintain that male learners achieve higher grades compared to female learners, who have a moderate effect on their learning in the presence of the opposite gender.…”

Section: Literature Reviewmentioning

confidence: 99%

Perspectives of EFL learners and teachers on self-efficacy and academic achievement: The role of gender, culture and learning environment

Liu

Saeed²,

Abdelrasheed³

et al. 2022

Front. Psychol.

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The Omani socio-cultural context, the mono-gender educational system in schools, and the learning environment at the higher educational institutions significantly affect learners' self-efficacy and academic achievement in the mixed-gender EFL classroom. Different studies have revealed both positive and negative implications of mixed-gender classrooms, especially for those who came from a mono-gender learning environment. The adjustment phase for the tertiary learners from school to the university is not only crucial but also significant for the continuation of higher education. The effects of socio-cultural factors on self-efficacy and academic achievement have not been studied in depth, particularly in eastern countries. So, the current study aimed at investigating the role of gender, learning background, socio-cultural circumstances, and the effect of the learning environment on EFL learners' self-efficacy and their academic achievement within the scenario of the prevailing culture and traditions in the Dhofar Region. To conduct this study, mixed research methods (qualitative and quantitative) have been adopted to investigate the perceptions of both teachers and learners. The sample of the study consists of 117 EFL learners ranging between 18–22 years of age and 25 EFL teachers ranging between 35–60 years of age. We used separate surveys for students and the teachers and interviewed students and teachers on a random basis. The results demonstrate that both genders were comfortable in segregated classes. The results also reveal that female learners were active learners and better performers than male learners in the school learning environment. The students reported that social restrictions discouraged them from mixing with the opposite gender in classroom activities and oral discussions. Most teachers believe that, compared to male learners, female learners performed better and were more engaged and responsive to different learning situations. The study found that there were statistically significant differences between both genders in terms of the effects of socio-cultural environment, self-efficacy, and the learning environment. Female learners were better than male learners in mono-gender schools, and they have higher self-efficacy than male students at the university. In conclusion, EFL teachers should consider the socio-cultural context, learners' learning background, and other challenges of learners to bring out positive outcomes in a mixed-gender classroom.

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“…In more recent studies (Ma et al, 2020;Whipple and Dimitrova-Grajzl, 2021) researchers looked at the effects of grit on male and female students and found that there were significant gender differences in the effects of grit. According to the findings of Ma, Ma, and Lan, higher levels of grit have a beneficial effect on both males and females with regard to the association between teacher autonomy support and social competence.…”

Section: Research On Gritmentioning

confidence: 99%

Examining the effects of stroke on students’ L2-grit levels in an EFL context: A case of Northern Iraq

Mohammed

Mohammadzadeh²,

Kiliç³

2022

Front. Psychol.

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This article investigates the effects of stroke on students’ L2-grit levels in an EFL context in Northern Iraq. A model was created to find how various components such as verbal, non-verbal, valuing, and activities that determine stroke levels affect students’ grit. This study adopted the L2- Grit scale and a language domain-specific grit scale to measure the learners’ L2-grit levels. Also, the Students’ Stroke Scale (SSS) was used to measure the participants’ stroke levels. The study’s sample consisted of 199 participants from various academic levels, undergraduate, graduate, and postgraduate at several Northern Iraq universities. The results reveal a positive and statistically significant association between the score on the L2-Grit scale and the score on the Stroke scale; more specifically, as the scores on the L2-grit scale rise, so do the scores on the Stroke scale. The mean of low stroke is lower than the means of medium stroke and high stroke indicating that as people’s stroke levels grow, so does their L2-grit status. The regression coefficients estimated within the framework of the regression model structured with the logit, the link function, are the same in each category of the dependent variable, satisfying the parallel curves assumption. The overall results show that positive stroke helps learners’ L2-grit levels to arise and lead to a better learning process.

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Grit, fit, gender, and academic achievement among first‐year college students

Cited by 14 publications

References 53 publications

Grit, motivational belief, self-regulated learning (SRL), and academic achievement of civil engineering students

Grit, motivational belief, self-regulated learning (SRL), and academic achievement of civil engineering students

Perspectives of EFL learners and teachers on self-efficacy and academic achievement: The role of gender, culture and learning environment

Examining the effects of stroke on students’ L2-grit levels in an EFL context: A case of Northern Iraq

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