Predictors of grit: A multilevel model examination of demographics and school experiences

Linnell, Dana Jayne

doi:10.31234/osf.io/6kvtn

Cited by 2 publications

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“…The findings of this study are not in line with the conclusions of Bennett et al, who stated that ethnic minorities have a higher level of grit (Bennett et al, 2021;Rindflesch et al, 2023). Linnell also concluded ethnic background correlated with levels of grit, albeit weak (Linnell, 2018). This study supports findings that prove there is no difference in the level of interethnic student grit (Choi & Loui, 2015;Lee et al, 2021) The correlation of family socio-economic background with consistency, persistence, and total grit was tested with Spearsman's test.…”

Section: Hypothesis Verificationcontrasting

confidence: 99%

Gender, Ethnicity, Family Socio-Economics, and Grit (A Islamic Higher Education Students Context)

Juhaidi

2024

IJMS

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Grit is a non-cognitive factor that is crucial in achieving success in education. The purpose of this study is to verify differences in grit and its two aspects (consistency and perseverance) between gender and ethnicity in Islamic higher education students. The study also verified the correlation between parents' education levels, family economic background, grit total, consistency of interest, and perseverance of effort. This research is field research with a quantitative approach. The participants amounted to 267 students of Antasari State Islamic University. Convenience techniques and snowballing sampling determined participants. Researchers used descriptive statistics, the Mann-Whitney U, Kruskal Wallis H, and Spearman's Rank Correlation test to analyze the data. The results showed no significant differences in total grit levels and its aspects between gender and ethnicity (Sig.>0.005). Dayak ethnic minorities are more persistent and grittier than the majority ethnicity, Banjar, but not significant. Parental education does not correlate with total grit and both aspects. The influence of gender, ethnicity, and socio-economic background on grit is also determined by the type of education students attend.

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Section: Hypothesis Verificationcontrasting

confidence: 99%

Gender, Ethnicity, Family Socio-Economics, and Grit (A Islamic Higher Education Students Context)

Juhaidi

2024

IJMS

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“…There is evidence in the United States showing a positive correlation between Grit and school motivation, perceived peer support, perceived teacher support, and perceived school safety ( Eskreis-Winkler et al, 2014 ). Students’ experiences in school including school engagement, relationships with adults and peers, school culture, and self-reported GPA were found to be most strongly related to Grit ( Wanzer, 2018 ). Similarly, in our study, we found a positive relationship between Grit and connectedness to school; specifically, in those reporting a satisfactory relationship with teacher and interest in school subjects.…”

Section: Discussionmentioning

confidence: 99%

The Association Between Connectedness and Grit Among Thai In-school Adolescents in Urban Chiang Mai, Thailand

et al. 2022

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AimTo investigate the associations between Grit, connectedness, and parental involvement in Thai adolescents. Grit, perseverance, and passion for long-term goals are predictors of academic success and health. There is a small but developing knowledge of the predictors of Grit in Asia, especially Thailand. This paper investigates the proposition that connectedness and parental involvement are positively associated with Grit.MethodA total of 2,839 lower secondary (grade 8), higher secondary (grade 11), and vocational (year 12) students from 21 schools in Chiang Mai, Thailand participated in a survey that measured Grit using the Short Grit Scale. Bivariate analysis was conducted using the t-test, ANOVA, or Kruskal–Wallis H test as appropriate. Multiple ordinary least squares linear regression analysis was performed to determine factors associated with Grit.ResultsSatisfactory relationships with teachers (p = 0.01), parental support (p = 0.03), interest in school (p = 0.01), having been asked by parents to do homework (β = −0.69; p = 0.012), and having been told by parents that they had done something bad (β = −1.09; p = 0.02) associated with Grit. These findings can aid in design of tailored interventions to improve Grit in Thai adolescents.

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Predictors of grit: A multilevel model examination of demographics and school experiences

Cited by 2 publications

References 0 publications

Gender, Ethnicity, Family Socio-Economics, and Grit (A Islamic Higher Education Students Context)

Gender, Ethnicity, Family Socio-Economics, and Grit (A Islamic Higher Education Students Context)

The Association Between Connectedness and Grit Among Thai In-school Adolescents in Urban Chiang Mai, Thailand

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