The Bright Side of Grit in Burnout-Prevention: Exploring Grit in the Context of Demands-Resources Model among Chinese High School Students

Teuber, Ziwen; Nußbeck, Fridtjof W.; Wild, Elke

doi:10.1007/s10578-020-01031-3

Cited by 54 publications

(50 citation statements)

References 66 publications

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“…Regarding optimism and pessimism, students who reported higher levels of optimism also reported higher levels of satisfaction with all three basic psychological needs as well as higher levels of academic engagement, whereas students who reported higher levels of pessimism reported lower levels of basic psychological need satisfaction. This is in line with Student Demands-Resources assumptions (Salmela-Aro and Upadyaya, 2014;Teuber, 2021) as well as recent empirical findings (e.g., Teuber et al, 2021a;Teuber et al, 2021b) indicating that personality traits (e.g., optimism and pessimism) play an important role in academic and psychological adjustment also in critical situations such as the COVID-19 outbreak (e.g., Martin-Krumm et al, 2020). Our findings suggest that optimistic students are more resistant to social distancing and its associated consequences.…”

Section: Discussionsupporting

confidence: 91%

“…Recently, the Job Demands-Resources Model has been successfully adapted to school (Salmela-Aro and Upadyaya, 2014;Teuber et al, 2020;Teuber et al, 2021a;Teuber et al, 2021b) and higher educational (Gusy et al, 2016;Niewöhner et al, 2021) contexts, which was also renamed as Student Demands-Resources Model (for an overview, see Teuber, 2021). Previous findings show that across Eastern and Western education systems, students' personal strengths such as optimism (Teuber, 2021), self-efficacy (Salmela-Aro and Upadyaya, 2014;Teuber et al, 2020;Teuber, 2021), and grit (Teuber et al, 2021b;Tang et al, 2021) decrease negative emotional responses to academic stressors and foster students' engagement in academic work (i.e., the state of energy, dedication, and absorption; (Schaufeli et al, 2002;Salmela-Aro and Upadaya, 2012) and ultimately contribute to academic success and decrease the risk of school dropout (e.g., Bask and Salmela-Aro, 2013).…”

Section: Job/student Demands-resources Theorymentioning

confidence: 99%

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Satisfying Students’ Psychological Needs During the COVID-19 Outbreak in German Higher Education Institutions

2021

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The COVID-19 outbreak has been a worldwide challenge for the higher education community. Under lockdown measures, meeting students’ needs and encouraging their engagement in academic work have never been more urgent and challenging. In this study, we investigated the relationship between students’ satisfaction with institutional strategies, students’ optimism and pessimism, satisfaction with basic psychological needs, engagement in academic work, intention to drop out from studies, depression, and well-being. We conducted an online self-report study on N = 477 German college and university students (77.25% females, mean age = 23.96 years, SD = 4.78). The results of structural equation models showed that students’ satisfaction with institutional strategies was positively related to their basic psychological need satisfaction and engagement. Students’ optimism was positively associated with need satisfaction and engagement, whereas pessimism was negatively associated with them. Furthermore, students’ academic engagement was negatively linked to dropout intentions, whereas psychological need satisfaction was linked to depression and well-being. The findings of this study suggest that acknowledging students timely about the institutional strategies of examinations and courses and supporting students to engage academic activities are important institutional tasks during crisis.

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Section: Discussionsupporting

confidence: 91%

Section: Job/student Demands-resources Theorymentioning

confidence: 99%

Satisfying Students’ Psychological Needs During the COVID-19 Outbreak in German Higher Education Institutions

2021

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“…Firstly, our results underline the importance of promoting resilience in the school context to foster students' engagement and prevent maladjustment. Several authors, indeed, have shown the effectiveness of resilience-based interventions to foster students' well-being (e.g., [71,72]).…”

Section: Discussionmentioning

confidence: 99%

Academic Resilience and Engagement in High School Students: The Mediating Role of Perceived Teacher Emotional Support

Romano¹,

Angelini²,

Consiglio³

et al. 2021

EJIHPE

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Academic resilience is the ability to overcome setbacks and chronic difficulties in the academic context. Previous studies have found that resilient students tend to be more engaged in school than their counterparts. Nevertheless, it seems worth deepening the role of contextual factors, such as teacher emotional support and how students perceive it, as it could contribute to foster the abovementioned relationship. The present study aimed to examine the links between academic resilience, perceived teacher emotional support, and school engagement. Moreover, the mediating role of perceived teacher emotional support was investigated. A sample of 205 Italian high school students (58.5% female), aged 14–19 years (M = 16.15, SD = 1.59), completed self-report questionnaires on academic resilience, perceived teacher emotional support, and school engagement. A structural equation model (SEM) was used to test the mediation hypothesis. The results showed that academic resilience was associated with perceived teacher emotional support, and both of them were related to school engagement. Furthermore, perceived teacher emotional support partially mediated the relationship between academic resilience and school engagement. Findings were discussed by underlining the importance of fostering personal and contextual resources in the school context to promote students’ well-being.

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“…Our decision to focus solely upon emotional exhaustion limits the degree to which our findings generalize to other dimensions of burnout that can exist in academic settings (e.g., cynicism and professional efficacy; Schaufeli et al, 2002 ). Indeed, future research might benefit from assessing relationships between grit and various dimensions of burnout (e.g., reduced sense of accomplishment, physical/emotional exhaustion, and activity devaluation) to determine the extent to which heightened grit might act as a protective factor against burnout resulting from exposure to environmental (or workload) demands in different achievement settings ( Teuber et al, 2021 ). Finally, we acknowledge that this study employed a sample of student-athletes who were studying for a 3-year undergraduate degree at a single university in the United Kingdom.…”

Section: Discussionmentioning

confidence: 99%

Examining the Predictive Validity of the Grit Scale-Short (Grit-S) Using Domain-General and Domain-Specific Approaches With Student-Athletes

2022

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This paper contributes to the debate as to whether grit is best conceptualized and measured as a domain-specific or domain-general construct. In the field of sport psychology, grit has traditionally been conceptualized and measured as a domain-general construct, with the majority of studies using the Grit Scale-Short (Grit-S: Duckworth and Quinn, 2009) to assess grit and its relationships with an array of personality-, performance-, and health-related outcomes. To date, no studies have compared the predictive validity of domain-general and domain-specific versions of the Grit-S with athletes who operate in different achievement settings. In a sample of United Kingdom student-athletes (N = 326, 214 males, 112 females; Mage = 19.55 years, SD = 1.48 years), we examined the degree to which a domain-general version and two domain-specific versions of the Grit-S accounted for variance in two criterion variables that were either situated in an academic context (i.e., emotional exhaustion) or a sport context (i.e., competitive level). Results obtained from a series of hierarchical multiple regression analyses indicated that an academic-version of the Grit-S explained unique variance in academic emotional exhaustion beyond the variance explained by the domain-general version of the scale, and a sport-version of the Grit-S explained unique variance in competitive level beyond the variance explained by the domain-general version. Results support the adoption of domain-specific approaches to measure grit in specific achievement contexts. Our findings highlight the need for researchers to carefully consider the measurement approaches they adopt when studying grit in individuals who operate across different achievement settings.

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The Bright Side of Grit in Burnout-Prevention: Exploring Grit in the Context of Demands-Resources Model among Chinese High School Students

Cited by 54 publications

References 66 publications

Satisfying Students’ Psychological Needs During the COVID-19 Outbreak in German Higher Education Institutions

Satisfying Students’ Psychological Needs During the COVID-19 Outbreak in German Higher Education Institutions

Academic Resilience and Engagement in High School Students: The Mediating Role of Perceived Teacher Emotional Support

Examining the Predictive Validity of the Grit Scale-Short (Grit-S) Using Domain-General and Domain-Specific Approaches With Student-Athletes

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