Striving and happiness: Between- and within-person-level associations among grit, needs satisfaction and subjective well-being

Wen, Jiang; Jiang, Jiang; Du, Xiaopeng; Gu, Dian; Sun, Ying; Zhang, Yue

doi:10.1080/17439760.2019.1639796

Cited by 52 publications

(54 citation statements)

References 55 publications

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“…Associations between grit and adolescents' loneliness, depressive symptoms, and other aspects of well-being have been previously reported (Datu et al, 2019;Jiang et al, 2019;, but whether grit can help adolescents who experience adversities maintain or even enhance (i.e., examining the protective resilience role of grit) their well-being is largely unknown.…”

Section: Grit Resilience and Well-beingmentioning

confidence: 99%

School burnout and psychosocial problems among adolescents: Grit as a resilience factor

Tang

Upadyaya

Salmela‐Aro

2020

Journal of Adolescence

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The present study investigated whether grit can mitigate the associations between school burnout, loneliness, and depressive symptoms among adolescents. It also examined gender differences. Methods:This study included 1296 seventh and 1166 eighth graders from Finland. The study variables were self-reported and regression analysis was performed. Results:This study found that two grit facetsconsistency of interest and perseverance of effortplayed resilient roles in school burnout. A high level of grit substantially reduced reported depressive symptoms when adolescents experienced high school burnout. Our further analysis showed that the role of grit was more pronounced among boys than among girls. When male adolescents were at risk of school burnout, both consistency of interest and perseverance of effort protected them and they had only low levels of loneliness and depressive symptoms. Conclusions:This study demonstrates that grit can act as a resilience factor among adolescents.

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Section: Grit Resilience and Well-beingmentioning

confidence: 99%

School burnout and psychosocial problems among adolescents: Grit as a resilience factor

Tang

Upadyaya

Salmela‐Aro

2020

Journal of Adolescence

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“…Accordingly, studies report positive relations between intrinsic motivation and engagement [ 42 ], as well as persistence [ 43 ]. Further findings account for associations of positive emotions with learning engagement [ 44 ], and persistence [ 45 ]. Conversely, procrastination was found to be negatively related to positive affect [ 46 ], and intrinsic motivation [ 47 ].…”

Section: Introductionmentioning

confidence: 99%

Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation

et al. 2021

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The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents’ lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents’ well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.e., engagement and persistence), and negatively relate to passive learning behavior (i.e., procrastination), mediated via positive emotion and intrinsic learning motivation. Data were collected via online questionnaires in altogether eight countries from Europe, Asia, and North America (N = 25,305) and comparable results across countries were expected. Experienced competence was consistently found to relate to positive emotion and intrinsic learning motivation, and, in turn, active learning behavior in terms of engagement and persistence. The study results further highlight the role of perceived relatedness for positive emotion. The high proportions of explained variance speak in favor of taking these central results into account when designing distance education in times of COVID-19.

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“…Additionally, it is also important to establish any potential relationship to be had between our well-being outcomes. The small literature addressing anxiety and grit consistently indicate a negative relationship (59,60), including in developing world contexts (61,62). Thus, we finally hypothesize:…”

Section: Hypothesesmentioning

confidence: 81%

mHealth: Potentials and Risks for Addressing Mental Health and Well-Being Issues Among Nepali Adolescents

Yilmaz

Bohara

2021

Front. Public Health

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Adolescents are slowly being recognized as a generation, worldwide, that may require different policy approaches to improve staggering statistics on their failing well-being, including mental health. By providing the support to allow the next generation to achieve better mental health outcomes, they are going to be more economically successful and the future economic growth of nations can be better assured. Adoption of mobile-based health interventions (e.g., mHealth) has garnered a lot of attention toward this end. While mHealth interventions are growing in popularity, many researchers/policy-makers appear to have neglected assessing potential (indirect) costs/negative consequences from their use. Evidence from the developed world shows strong associations between extensive cell phone use and negative mental health outcomes, but similar research is minimal in developing world contexts. Additionally, the bulk of work on the outcomes of mobile phone use is studied using a unidirectional approach with blinders to front-end motivations. Using primary data from a large-scale, school-based survey of older adolescents in southwestern Nepal (N = 539), this work investigates such a tension between mobile/smartphone usage as a true mobile health (mHealth) opportunity in Nepal or as a potential problem, introducing additional deleterious well-being effects from over-use. Founded in Basic Psychological Needs Theory (BPNT), robust results of analyses using full structural modeling approaches (and traditional regression-based sensitivity analyses) indicate support for the BPNT framework in explaining statistically significant positive associations between bullying and anxiety, as well as, negative associations between bullying and grit, including evidence to support the mediating role of problematic mobile phone use in these relationships. More than 56% of the sample showed indicators of mild to moderate anxiety and over 10% claim experiences of bullying, coupled with over 75% of the sample scoring above the midline of a problematic mobile phone use scale, all of which motivates the relevance of our findings. Potential policy implications of these findings, and mention of other intriguing avenues for future work are further discussed.

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Striving and happiness: Between- and within-person-level associations among grit, needs satisfaction and subjective well-being

Cited by 52 publications

References 55 publications

School burnout and psychosocial problems among adolescents: Grit as a resilience factor

School burnout and psychosocial problems among adolescents: Grit as a resilience factor

Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation

mHealth: Potentials and Risks for Addressing Mental Health and Well-Being Issues Among Nepali Adolescents

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