The Relationship among Grit, Self-Efficacy, Achievement Goal, and Academic Self-Regulation in Elementary School Children

임효진,; 하혜숙,; 황매향,

doi:10.15854/jes.2016.09.47.3.43

Cited by 9 publications

(7 citation statements)

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“…Second, while little research used nationally representative data to examine how noncognitive skills are distributed across different family SES groups, no studies have utilized repeated cross-sectional surveys to examine trends. Several studies relied on small local samples collected by researchers to examine specific non-cognitive measures (e.g., Lee and Kwon 2016;Lim, Hwang, and Ha 2016), but these small-scale studies offer little information as to a national pattern or a systematic cohort trend. The majority of prior studies employed structural approaches and longitudinal data in order to draw causal inferences (Kim et al 2019;Lee 2011;Lee and Kwon 2016;Lim et al 2016;Shin et al 2010).…”

Section: Prior Research In the Korean Contextmentioning

confidence: 99%

“…Several studies relied on small local samples collected by researchers to examine specific non-cognitive measures (e.g., Lee and Kwon 2016;Lim, Hwang, and Ha 2016), but these small-scale studies offer little information as to a national pattern or a systematic cohort trend. The majority of prior studies employed structural approaches and longitudinal data in order to draw causal inferences (Kim et al 2019;Lee 2011;Lee and Kwon 2016;Lim et al 2016;Shin et al 2010). As such, our understanding of how non-cognitive skills are developed and distributed inequitably across the country remains limited.…”

Section: Prior Research In the Korean Contextmentioning

confidence: 99%

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Socioeconomic Inequality in Non-cognitive Skills among Young Adolescents in Korea: Gaps, Trends, and Heterogeneity

Choi¹,

Byun²

2022

Preprint

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We examined family SES inequalities in non-cognitive skills among young Korean adolescents. Using nationally representative data for 6th graders and 9th graders between 2004 and 2014 and school-fixed effects models, we showed how internal motivation, self-esteem, sociability, perseverance, and the composite score from those four indicators differ across students with varying family SES. Additionally, we examined how family SES gaps vary by grade and test score, as well as across the quantiles of non-cognitive skills. Our analyses uncover several significant new pieces of evidence regarding educational inequality. To begin, we find robust family SES inequalities across all non-cognitive outcomes regardless of model or sample specification. However, we find no discernible systematic trends in the decade following 2004. In terms of the role of academic performance, we find that academic performance partially but considerably explains family SES differences in non-cognitive outcomes. More than half of total family SES gaps persist among students with identical test scores. Additionally, we find evidence that academic performance significantly moderates family SES inequality in non-cognitive skills. Family SES gaps are greatest at the lowest scores and at the highest scores, implying that both compensatory and reinforcing family advantages are at play. For 9th graders, we find strong evidence that the correlation between non-cognitive skills and academic performance is unequally distributed across family SES groups and increases over time. Finally, we find that family SES disparities are greatest at the top of the non-cognitive score distribution, which is largely explained by the advantage of the top quartile SES families.

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Section: Prior Research In the Korean Contextmentioning

confidence: 99%

Section: Prior Research In the Korean Contextmentioning

confidence: 99%

Socioeconomic Inequality in Non-cognitive Skills among Young Adolescents in Korea: Gaps, Trends, and Heterogeneity

Choi¹,

Byun²

2022

Preprint

View full text Add to dashboard Cite

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“…While various studies have reported a positive relationship between education and job performance, there are only a few studies on the mechanism of this direct relationship. Thus, to address this issue, Lim et al [ 51 ] studied the importance of proving the influencing relationship between variables such as job model, support for career development intelligence building, self-esteem, and job performance. They said that only a few studies had covered their relationship at the general level [ 52 ].…”

Section: Review Of Literaturementioning

confidence: 99%

Influence of Support for Career Development Intelligence Building for College Graduates on their Job Performance: The Case of South Korea

Kim

2022

Behavioral Sciences

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This study conducted to identify the influence of support for career development intelligence building for college graduates, who are early career employees, and to prove the mediating effect of learning transfer and self-esteem. An analysis was conducted using the Graduate Occupational Mobility Survey panel data from the Korea Employment Information Service. The data analysis was conducted using the SPSS21.0, AMOS22.0, and PROCESS macro programs. The findings are as follows. The influence of support for career development intelligence building on learning transfer is significantly positive, as is the influence of learning transfer on self-esteem. In addition, self-esteem had a significantly positive influence on job performance. However, the relationship between learning transfer and job performance was negative, and the relationship between support for career development intelligence building and self-esteem was insignificant. Lastly, the PROCESS macro analysis showed a mediating effect of learning transfer and self-esteem between support for career development intelligence building and job performance. Thus, it is suggested that support for career development intelligence building for early career employees should precede the development of specific programs to increase their self-esteem and enhance their job performance.

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“…In addition, a study points out that personality traits are a significant individual factor affecting career exploration ( Fan et al, 2012 ; Ireland and Lent, 2018 ). Since grit is a positive personality traits that individuals exhibit in the process of growth and development ( Duckworth et al, 2007 ), studies have shown that grit have positive impact on self-efficacy ( Lim et al, 2016 ; Joy et al, 2020 ; Shin and Joo Ram, 2020 ). In order to improve the model structure, we will take self-efficacy into career field to study the effect of grit on career exploration and decision self-efficacy.…”

Section: Literature Review and Hypothesismentioning

confidence: 99%

The Effect of Grit on Career Adaptability of Chinese College Students Based on the Self-Regulatory Processes

Yao

Mei

et al. 2021

Front. Psychol.

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Intelligence is innate, but grit is something everyone can develop. Grit not only enables students to stick to their goals, but also to persevere even when they fail. Career adaptability is an important concept in vocational education of college students, which is a person engaged in some work, must have a certain physical and psychological quality. Base on the self-regulation theory, this study investigated the relationship between grit and career adaptability of Chinese college student based on the self-regulatory processes. We surveyed 839 Chinese college students and tested a self-regulation model. As expected, grit was related to greater career adaptability via greater career exploration and decision self-efficacy, positive affect, and goal commitment. These findings not only broaden the theoretical framework for the effect of grit on career adaptability, but also open up a new horizon for improving college students’ career adaptability in practice.

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The Relationship among Grit, Self-Efficacy, Achievement Goal, and Academic Self-Regulation in Elementary School Children

Cited by 9 publications

References 0 publications

Socioeconomic Inequality in Non-cognitive Skills among Young Adolescents in Korea: Gaps, Trends, and Heterogeneity

Socioeconomic Inequality in Non-cognitive Skills among Young Adolescents in Korea: Gaps, Trends, and Heterogeneity

Influence of Support for Career Development Intelligence Building for College Graduates on their Job Performance: The Case of South Korea

The Effect of Grit on Career Adaptability of Chinese College Students Based on the Self-Regulatory Processes

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