The development of grit and growth mindset during adolescence

Park, Daeun; Tsukayama, Eli; Yu, Alisa; Duckworth, Angela

doi:10.1016/j.jecp.2020.104889

Cited by 107 publications

(71 citation statements)

References 73 publications

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“…To date, the development of grit has remained understudied. Several cross-sectional studies have suggested that grit increases with age (Credé et al 2017) and a few exclusive longitudinal studies have indicated that grit may be less stable among early adolescents (grades 4-6; test-retest r = 0.40; Jiang et al 2019) but moderately stable among mid-adolescents (grades 8-9; rs~0.60; Duckworth and Quinn 2009;Park et al 2020). However, given the research aims of this study, how grit and goal commitment develop as a whole during the secondary school years is largely unknown.…”

Section: The Change Of Goal Commitment-grit Compound and The Underlyimentioning

confidence: 99%

Putting the Goal Back into Grit: Academic Goal Commitment, Grit, and Academic Achievement

Tang

Wang

Parada

et al. 2020

J Youth Adolescence

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Grit has recently been challenged for its weak predictive power and the incompleteness of its measurement. This study addressed these issues by taking a developmental, person-oriented approach to study academic-related goal commitment and grit and their effects on academic achievement. Using longitudinal data among Finnish eighth and ninth graders (n = 549, 59.4% female, age = 14–16), the longitudinal changes in grit and academic goal commitment profiles were investigated through latent profile and latent transition analyses. Four profiles were identified across two grades: High committed-persistent and moderate consistency (~17%), Moderate (~60%), Low committed-persistent and moderate-low consistency (~8%) and Extremely low committed-persistent and moderate-low consistency (~12%). The students in the High committed-persistent and moderate consistency profile had the highest academic achievement of all the profiles when controlled for gender, socioeconomic status, conscientiousness, and academic persistence. The results revealed that students’ profiles changed between the eighth and ninth grades, with more than one-third of the High committed-persistent and moderate consistency adolescents dropping from this group. Further analysis showed that the profiles varied by educational aspiration, gender, and socioeconomic status. These findings imply that the combination of grit and academic goal commitment influences academic achievement; however, this combination is less common, unstable, and affected by internal and external factors. The study provided important implications on the weak grit effect and the ways to improve it.

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Section: The Change Of Goal Commitment-grit Compound and The Underlyimentioning

confidence: 99%

Putting the Goal Back into Grit: Academic Goal Commitment, Grit, and Academic Achievement

Tang

Wang

Parada

et al. 2020

J Youth Adolescence

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“…In einer weiteren Studie prädizierten Entitätstheorien negativen Affekt von philippinischen Sekundarschüler*innen in einer Längsschnittstudie (King 2017). In Stichproben mit australischen, US-amerikanischen, finnischen und chinesischen Jugendlichen fanden sich konsistent positive Zusammenhänge (r = 0,1-0,3) zwischen Inkrementellen Theorien und den EPOCH Dimensionen (Kern et al 2016;Park et al 2020;Tang et al 2019;Zeng et al 2016…”

Section: Schulisches Wohlbefindenunclassified

Implizite Fähigkeitstheorien, akademisches Selbstkonzept und schulisches Wohlbefinden

2021

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ZusammenfassungImplizite Fähigkeitstheorien haben hohe Relevanz für Lernverhalten und Leistung von Schüler*innen. Diese Effekte werden in kognitiven Bedeutungssystemen durch selbstbezogene Kompetenzeinschätzungen vermittelt. Neben Lernverhalten und Leistung rückte als weiteres zentrales Ziel von Schule und Unterricht in den letzten Jahren auch zunehmend schulisches Wohlbefinden in den Fokus. Studien zu Zusammenhängen von Impliziten Theorien und Wohlbefinden sind jedoch rar. Vorhandene Arbeiten betrachteten Wohlbefinden dabei überwiegend als die Abwesenheit von pathologischen Merkmalen, während neuere Ansätze das Vorhandensein von Ressourcen und die Multidimensionalität von Wohlbefinden im Jugendalter betonen. Ein solches Modell ist das EPOCH-Modell welches die Dimensionen Engagement, Perseverance, Optimism, Connectedness und Happiness unterscheidet.Die vorliegende Studie untersucht Zusammenhänge zwischen inkrementellen Impliziten Fähigkeitstheorien, akademischem Selbstkonzept und Wohlbefinden von Schüler*innen. Wohlbefinden wird dabei als kontextspezifisches Konstrukt – adaptiert an den Schulkontext – durch die fünf EPOCH Dimensionen operationalisiert.Die Stichprobe der Fragebogenstudie umfasste 1484 österreichische Schüler*innen (52 % weiblich; M = 12,95; SD = 2,10) aus 87 Klassen. Zur Untersuchung der Zusammenhänge wurde ein latentes Mediationsmodell mit inkrementeller Fähigkeitstheorie als unabhängiger Variable, Selbstkonzept als Mediator und Wohlbefinden als abhängiger Variable spezifiziert. Die Ergebnisse zeigten positive Zusammenhänge von inkrementeller Fähigkeitstheorie mit Selbstkonzept sowie mit allen fünf EPOCH Dimensionen. Die Effekte von inkrementeller Fähigkeitstheorie auf Engagement, Perseverance und Optimism werden durch das Selbstkonzept mediiert. Limitationen dieser Studie sowie Implikationen für Theorie, Praxis und zukünftige Forschung werden diskutiert.

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“…To date, the development of grit has remained understudied. Several cross-sectional studies have suggested that grit increases with age (Credé et al, 2017) and a few exclusive longitudinal studies have indicated that grit may be less stable among early adolescents (grades 4-6; test-retest r = .40; Jiang et al, 2019) but moderately stable among mid-adolescents (grades 8-9; rs ~ .60; Duckworth & Quinn, 2009;Park, Tsukayama, Yu, & Duckworth, 2020). However, given the research aims of this study, how grit and goal commitment develop as a whole during the secondary school years is largely unknown.…”

Section: The Change Of Goal Commitment-grit Compound and The Underlying Reasonsmentioning

confidence: 99%

Putting the goal back into grit: Academic goal commitment, grit and academic achievement

Tang¹,

Wang²,

Parada³

et al. 2020

Preprint

View full text Add to dashboard Cite

Grit has recently been challenged for its weak predictive power and the incompleteness of its measurement. This study addressed these issues by taking a developmental, person-oriented approach to study academic-related goal commitment and grit and their effects on academic achievement. Using longitudinal data among Finnish eighth and ninth graders (n = 549, 59.4% female, age = 14–16), the longitudinal changes in grit and academic goal commitment profiles were investigated through latent profile and latent transition analyses. Four profiles were identified across two grades: High committed-persistent and moderate consistency (~ 17%), Moderate (~ 60%), Low committed-persistent and moderate-low consistency (~ 8%) and Extremely low committed-persistent and moderate-low consistency (~ 12%). The students in the High committed-persistent and moderate consistency profile had the highest academic achievement of all the profiles when controlled for gender, socioeconomic status, conscientiousness, and academic persistence. The results revealed that students’ profiles changed between the eighth and ninth grades, with more than one-third of the High committed-persistent and moderate consistency adolescents dropping from this group. Further analysis showed that the profiles varied by educational aspiration, gender, and socioeconomic status. These findings imply that the combination of grit and academic goal commitment influences academic achievement; however, this combination is less common, unstable, and affected by internal and external factors. The study provided important implications on the weak grit effect and the ways to improve it.

show abstract

The development of grit and growth mindset during adolescence

Cited by 107 publications

References 73 publications

Putting the Goal Back into Grit: Academic Goal Commitment, Grit, and Academic Achievement

Putting the Goal Back into Grit: Academic Goal Commitment, Grit, and Academic Achievement

Implizite Fähigkeitstheorien, akademisches Selbstkonzept und schulisches Wohlbefinden

Putting the goal back into grit: Academic goal commitment, grit and academic achievement

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