101
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Briley DA, Livengood J, Derringer J. Behaviour Genetic Frameworks of Causal Reasoning for Personality Psychology. EUROPEAN JOURNAL OF PERSONALITY 2018. [DOI: 10.1002/per.2153] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
Identifying causal relations from correlational data is a fundamental challenge in personality psychology. In most cases, random assignment is not feasible, leaving observational studies as the primary methodological tool. Here, we document several techniques from behaviour genetics that attempt to demonstrate causality. Although no one method is conclusive at ruling out all possible confounds, combining techniques can triangulate on causal relations. Behaviour genetic tools leverage information gained by sampling pairs of individuals with assumed genetic and environmental relatedness or by measuring genetic variants in unrelated individuals. These designs can find evidence consistent with causality, while simultaneously providing strong controls against common confounds. We conclude by discussing several potential problems that may limit the utility of these techniques when applied to personality. Ultimately, genetically informative designs can aid in drawing causal conclusions from correlational studies. Copyright © 2018 European Association of Personality Psychology
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Affiliation(s)
- Daniel A. Briley
- Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL USA
| | - Jonathan Livengood
- Department of Philosophy, University of Illinois at Urbana-Champaign, Champaign, IL USA
| | - Jaime Derringer
- Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL USA
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102
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Disabato DJ, Goodman FR, Kashdan TB. Is grit relevant to well-being and strengths? Evidence across the globe for separating perseverance of effort and consistency of interests. J Pers 2018; 87:194-211. [PMID: 29573415 DOI: 10.1111/jopy.12382] [Citation(s) in RCA: 62] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2017] [Revised: 02/14/2018] [Accepted: 03/12/2018] [Indexed: 12/28/2022]
Abstract
OBJECTIVE Researchers conceptualize grit as the combination of two facets: perseverance of effort and consistency of interests toward long-term goals. We tested the reliability of grit facet scores across the globe and examined how differently each grit facet related to well-being and personality strengths. METHOD An international sample of 7,617 participants from six of the seven continents (excluding Antarctica) completed an online survey. RESULTS Confirmatory factor analyses and omega reliability coefficients indicated that the 12 items from the original Grit Scale were multidimensional and reliably measured perseverance of effort and consistency of interests. Concurrent validity analyses showed that perseverance of effort was moderately to strongly related to subjective well-being, beliefs about well-being, and personality strengths, whereas consistency of interests had weak or negative correlations with these outcomes. The stronger relations with perseverance of effort were replicated across seven regions of the world. The presence of overall grit was supported in individualistic countries, but not collectivistic countries (i.e., those in Latin America and Asia). CONCLUSIONS We discuss the multidimensionality of grit, including a conceptual understanding of overall grit and how it may differ across cultures. We suggest well-being and strengths researchers study grit facets separately due to their differential validity.
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103
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Lewis GJ, Dickie DA, Cox SR, Karama S, Evans AC, Starr JM, Bastin ME, Wardlaw JM, Deary IJ. Widespread associations between trait conscientiousness and thickness of brain cortical regions. Neuroimage 2018; 176:22-28. [PMID: 29665419 PMCID: PMC5986708 DOI: 10.1016/j.neuroimage.2018.04.033] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2017] [Revised: 04/11/2018] [Accepted: 04/13/2018] [Indexed: 02/06/2023] Open
Abstract
The neural correlates of human personality have been of longstanding interest; however, most studies in the field have relied on modest sample sizes and few replicable results have been reported to date. We investigated relationships between personality and brain gray matter in a sample of generally healthy, older (mean age 73 years) adults from Scotland drawn from the Lothian Birth Cohort 1936. Participants (N = 578) completed a brain MRI scan and self-reported Big Five personality trait measures. Conscientiousness trait scores were positively related to brain cortical thickness in a range of regions, including bilateral parahippocampal gyrus, bilateral fusiform gyrus, left cingulate gyrus, right medial orbitofrontal cortex, and left dorsomedial prefrontal cortex. These associations - most notably in frontal regions - were modestly-to-moderately attenuated by the inclusion of biomarker variables assessing allostatic load and smoking status. None of the other personality traits showed robust associations with brain cortical thickness, nor did we observe any personality trait associations with cortical surface area and gray matter volume. These findings indicate that brain cortical thickness is associated with conscientiousness, perhaps partly accounted for by allostatic load and smoking status.
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Affiliation(s)
- Gary J Lewis
- Department of Psychology, Royal Holloway, University of London, Egham, Surrey, TW20 0EX, UK.
| | - David Alexander Dickie
- Scottish Imaging Network, A Platform for Scientific Excellence (SINAPSE) Collaboration, Glasgow, UK; Brain Research Imaging Centre, Neuroimaging Sciences, Centre for Clinical Brain Sciences, University of Edinburgh, Western General Hospital, Edinburgh, EH4 2XU, UK
| | - Simon R Cox
- Scottish Imaging Network, A Platform for Scientific Excellence (SINAPSE) Collaboration, Glasgow, UK; Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK; Centre for Cognitive Ageing and Cognitive Epidemiology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK
| | - Sherif Karama
- Montreal Neurological Institute and Hospital and Douglas Mental Health University Institute (S.K.), McGill University, Canada
| | - Alan C Evans
- Montreal Neurological Institute and Hospital and Douglas Mental Health University Institute (S.K.), McGill University, Canada
| | - John M Starr
- Centre for Cognitive Ageing and Cognitive Epidemiology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK; Alzheimer Scotland Dementia Research Centre, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK
| | - Mark E Bastin
- Scottish Imaging Network, A Platform for Scientific Excellence (SINAPSE) Collaboration, Glasgow, UK; Brain Research Imaging Centre, Neuroimaging Sciences, Centre for Clinical Brain Sciences, University of Edinburgh, Western General Hospital, Edinburgh, EH4 2XU, UK; Centre for Cognitive Ageing and Cognitive Epidemiology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK
| | - Joanna M Wardlaw
- Scottish Imaging Network, A Platform for Scientific Excellence (SINAPSE) Collaboration, Glasgow, UK; Brain Research Imaging Centre, Neuroimaging Sciences, Centre for Clinical Brain Sciences, University of Edinburgh, Western General Hospital, Edinburgh, EH4 2XU, UK; Centre for Cognitive Ageing and Cognitive Epidemiology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK
| | - Ian J Deary
- Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK; Centre for Cognitive Ageing and Cognitive Epidemiology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK
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104
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Steinmayr R, Weidinger AF, Wigfield A. Does students’ grit predict their school achievement above and beyond their personality, motivation, and engagement? CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.02.004] [Citation(s) in RCA: 54] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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105
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Mason HD. Grit and academic performance among first-year university students: A brief report. JOURNAL OF PSYCHOLOGY IN AFRICA 2018. [DOI: 10.1080/14330237.2017.1409478] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Henry D. Mason
- Directorate of Higher Education Development and Support, Tshwane University of Technology, Pretoria, South Africa
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106
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Arco-Tirado JL, Fernández-Martín FD, Hoyle RH. Development and Validation of a Spanish Version of the Grit-S Scale. Front Psychol 2018; 9:96. [PMID: 29467705 PMCID: PMC5808357 DOI: 10.3389/fpsyg.2018.00096] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2017] [Accepted: 01/22/2018] [Indexed: 12/02/2022] Open
Abstract
This paper describes the development and initial validation of a Spanish version of the Short Grit (Grit-S) Scale. The Grit-S Scale was adapted and translated into Spanish using the Translation, Review, Adjudication, Pre-testing, and Documentation model and responses to a preliminary set of items from a large sample of university students (N = 1,129). The resultant measure was validated using data from a large stratified random sample of young adults (N = 1,826). Initial validation involved evaluating the internal consistency of the adapted scale and its subscales and comparing the factor structure of the adapted version to that of the original scale. The results were comparable to results from similar analyses of the English version of the scale. Although the internal consistency of the subscales was low, the internal consistency of the full scale was well-within the acceptable range. A two-factor model offered an acceptable account of the data; however, when a single correlated error involving two highly similar items was included, a single factor model fit the data very well. The results support the use of overall scores from the Spanish Grit-S Scale in future research.
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Affiliation(s)
- Jose L. Arco-Tirado
- Department of Development and Educational Psychology, University of Granada, Granada, Spain
| | | | - Rick H. Hoyle
- Department of Psychology and Neuroscience, Duke University, Durham, NC, United States
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107
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Stajkovic AD, Bandura A, Locke EA, Lee D, Sergent K. Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. PERSONALITY AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.paid.2017.08.014] [Citation(s) in RCA: 61] [Impact Index Per Article: 10.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/30/2022]
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108
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Christopoulou M, Lakioti A, Pezirkianidis C, Karakasidou E, Stalikas A. The Role of Grit in Education: A Systematic Review. ACTA ACUST UNITED AC 2018. [DOI: 10.4236/psych.2018.915171] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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109
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Self-efficacy, self-discipline and academic performance: Testing a context-specific mediation model. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.10.004] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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110
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McGrath RE, Hall-Simmonds A, Goldberg LR. Are Measures of Character and Personality Distinct? Evidence From Observed-Score and True-Score Analyses. Assessment 2017; 27:117-135. [PMID: 29073771 DOI: 10.1177/1073191117738047] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Two studies were conducted to investigate redundancy between the character strengths found in the VIA model of character and familiar personality facets. Study 1 used a community sample (N = 606) that completed a measure of character strengths, four personality inventories, and 17 criterion measures. The second study used Mechanical Turk workers (N = 498) who completed measures of the HEXACO and VIA models and 111 criterion variables. Analyses were conducted using both observed scores and true score estimates, evaluating both predictive and conceptual overlap. Eight of 24 VIA scales proved to be largely redundant with one HEXACO personality facet, but only one VIA scale (Appreciation of Beauty) was largely redundant with Five Factor facets. All strength scales except Spirituality overlapped substantially with at least one personality facet. The results suggest the VIA Classification variables are strongly related to commonly measured personality facets, but the two models are not redundant.
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111
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Hwang MH, Lim HJ, Ha HS. Effects of Grit on the Academic Success of Adult Female Students at Korean Open University. Psychol Rep 2017; 121:705-725. [DOI: 10.1177/0033294117734834] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study examined the structural relationship between age, grit (i.e., perseverance of effort and consistency of interest), conscientiousness, self-control, and school success of female students at an Open University in Korea. We analyzed 509 students’ responses, and it turned out that the level of perseverance of effort was negatively correlated with academic maladjustment. Also, perseverance of effort had a positive indirect effect on grade point average scores. Conscientiousness and self-control were found to be positively correlated with grit factors and they had negative effects on academic maladjustment through perseverance of effort. Age had both direct and indirect effects on grit and academic success of the students.
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Affiliation(s)
| | - Hyo Jin Lim
- Seoul National University of Education, Korea
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112
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Development of the grit scale for children and adults and its relation to student efficacy, test anxiety, and academic performance. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.08.004] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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113
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Mõttus R, Realo A, Vainik U, Allik J, Esko T. Educational Attainment and Personality Are Genetically Intertwined. Psychol Sci 2017; 28:1631-1639. [PMID: 28910230 DOI: 10.1177/0956797617719083] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023] Open
Abstract
Heritable variance in psychological traits may reflect genetic and biological processes that are not necessarily specific to these particular traits but pertain to a broader range of phenotypes. We tested the possibility that the personality domains of the five-factor model and their 30 facets, as rated by people themselves and their knowledgeable informants, reflect polygenic influences that have been previously associated with educational attainment. In a sample of more than 3,000 adult Estonians, education polygenic scores (EPSs), which are interpretable as estimates of molecular-genetic propensity for education, were correlated with various personality traits, particularly from the neuroticism and openness domains. The correlations of personality traits with phenotypic educational attainment closely mirrored their correlations with EPS. Moreover, EPS predicted an aggregate personality trait tailored to capture the maximum amount of variance in educational attainment almost as strongly as it predicted the attainment itself. We discuss possible interpretations and implications of these findings.
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Affiliation(s)
- René Mõttus
- 1 Department of Psychology, University of Edinburgh.,2 Institute of Psychology, University of Tartu
| | - Anu Realo
- 2 Institute of Psychology, University of Tartu.,3 Department of Psychology, University of Warwick
| | - Uku Vainik
- 2 Institute of Psychology, University of Tartu.,4 Montreal Neurological Institute, McGill University
| | - Jüri Allik
- 2 Institute of Psychology, University of Tartu.,5 Estonian Academy of Sciences, Tallinn, Estonia
| | - Tõnu Esko
- 6 Estonian Genome Centre, University of Tartu.,7 Broad Institute, Cambridge, Massachusetts
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114
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Development and validation of the Triarchic Model of Grit Scale (TMGS): Evidence from Filipino undergraduate students. PERSONALITY AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.paid.2017.04.012] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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115
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Wong AE, Vallacher RR. Reciprocal feedback between self-concept and goal pursuit in daily life. J Pers 2017; 86:543-554. [PMID: 28732104 DOI: 10.1111/jopy.12334] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2017] [Revised: 06/12/2017] [Accepted: 06/14/2017] [Indexed: 12/22/2022]
Abstract
OBJECTIVE We hypothesized that self-knowledge and goal perseverance are mutually reinforcing because of the roles of self-knowledge in directing goal pursuit, and of goal pursuit in structuring the self-concept. METHOD To test this hypothesis, we used a daily diary design with 97 college-aged participants for 40 days to assess whether daily self-concept clarity and grit predict one another's next-day levels. Data were analyzed using multilevel cross-lagged panel modeling. RESULTS Results indicated that daily self-concept clarity and grit had positive and symmetric associations with each other across time, while controlling for their respective previous values. Similar crossed results were also found when testing the model using individual daily self-concept clarity and grit items. CONCLUSIONS The results are the first to indicate the existence of reinforcing feedback loops between self-concept clarity and grit, such that fluctuations in the clarity of self-knowledge are associated with fluctuations in goal resolve, and vice versa. Discussion centers on the implications of these results for the functional link between mind and action and on the study's heuristic value for subsequent research.
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116
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117
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Collie RJ, Martin AJ. Students’ adaptability in mathematics: Examining self-reports and teachers’ reports and links with engagement and achievement outcomes. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2017.04.001] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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118
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Flanagan KM, Einarson J. Gender, Math Confidence, and Grit: Relationships with Quantitative Skills and Performance in an Undergraduate Biology Course. CBE LIFE SCIENCES EDUCATION 2017; 16:16/3/ar47. [PMID: 28798209 PMCID: PMC5589427 DOI: 10.1187/cbe.16-08-0253] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2016] [Revised: 05/11/2017] [Accepted: 05/24/2017] [Indexed: 05/24/2023]
Abstract
In a world filled with big data, mathematical models, and statistics, the development of strong quantitative skills is becoming increasingly critical for modern biologists. Teachers in this field must understand how students acquire quantitative skills and explore barriers experienced by students when developing these skills. In this study, we examine the interrelationships among gender, grit, and math confidence for student performance on a pre-post quantitative skills assessment and overall performance in an undergraduate biology course. Here, we show that females significantly underperformed relative to males on a quantitative skills assessment at the start of term. However, females showed significantly higher gains over the semester, such that the gender gap in performance was nearly eliminated by the end of the semester. Math confidence plays an important role in the performance on both the pre and post quantitative skills assessments and overall performance in the course. The effect of grit on student performance, however, is mediated by a student's math confidence; as math confidence increases, the positive effect of grit decreases. Consequently, the positive impact of a student's grittiness is observed most strongly for those students with low math confidence. We also found grit to be positively associated with the midterm score and the final grade in the course. Given the relationships established in this study among gender, grit, and math confidence, we provide "instructor actions" from the literature that can be applied in the classroom to promote the development of quantitative skills in light of our findings.
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Affiliation(s)
- K M Flanagan
- Department of Biological Sciences, University of Calgary, Calgary, AB T2N 1N4, Canada
| | - J Einarson
- Calgary Board of Education, Calgary, AB T2R 0L4, Canada
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119
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Harms PD. Angela Duckworth. Grit: The Power of Passion and Perseverance. New York, NY: Scribner, 2016, 352 pages, $28.00 hardcover. PERSONNEL PSYCHOLOGY 2016. [DOI: 10.1111/peps.12198] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Peter D. Harms
- Assistant Professor of Management; University of Alabama; Tuscaloosa AL
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120
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Exploring Determination for Long-Term Goals in a Collectivist Context: a Qualitative Study. CURRENT PSYCHOLOGY 2016. [DOI: 10.1007/s12144-016-9509-0] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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121
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Dixson DD, Worrell FC, Olszewski-Kubilius P, Subotnik RF. Beyond perceived ability: the contribution of psychosocial factors to academic performance. Ann N Y Acad Sci 2016; 1377:67-77. [DOI: 10.1111/nyas.13210] [Citation(s) in RCA: 71] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2016] [Revised: 06/19/2016] [Accepted: 07/21/2016] [Indexed: 11/28/2022]
Affiliation(s)
- Dante D. Dixson
- Educational Psychology, College of Education; Wayne State University; Detroit Michigan
| | - Frank C. Worrell
- Graduate School of Education; University of California, Berkeley; Berkeley California
| | | | - Rena F. Subotnik
- Education Directorate; American Psychological Association; Washington DC
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122
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Park D, Tsukayama E, Goodwin GP, Patrick S, Duckworth AL. A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2016; 48:16-27. [PMID: 29051684 DOI: 10.1016/j.cedpsych.2016.08.001] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Other than cognitive ability, what competencies should schools promote in children? How are they organized, and to what extent do they predict consequential outcomes? Separate theoretical traditions have suggested interpersonal, intrapersonal, and intellectual dimensions, reflecting how children relate to other people, manage their own goals and impulses, and engage with ideas, respectively. However, very little work has examined character empirically. In the current investigation, we partnered with middle schools that had previously identified character strengths relevant in their communities. Across three longitudinal, prospective studies, we examined the factor structure of character, associations with intelligence and Big Five personality traits, and predictive validity for consequential outcomes like peer relations, class participation, and report card grades. In Study 1, teachers rated their students on behaviors exemplifying character strengths as they played out in students' daily lives. Exploratory factor analyses yielded a three-factor structure consisting of interpersonal (interpersonal self-control, gratitude, social intelligence), intellectual (zest, curiosity), and intrapersonal (academic self-control, grit) factors of character. In Study 2, children rated their own behavior and completed a test of cognitive ability. Confirmatory factor analyses supported the same three-factor structure, and these factors were only weakly associated with cognitive ability. In Study 3, teachers provided character ratings; in parallel, students completed measures of character as well as Big Five personality factors. As expected, intellectual, interpersonal, and intrapersonal character factors related to Big Five openness to experience, agreeableness, and conscientiousness, respectively. Across studies, positive peer relations were most consistently predicted by interpersonal character, class participation by intellectual character, and report card grades by intrapersonal character. Collectively, our findings support a tripartite taxonomy of character in the school context.
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Affiliation(s)
- Daeun Park
- Department of Child Welfare, Chungbuk National University, Chungdae-ro 1, Seowon-gu, Cheongju, Chungbuk 28644, Republic of Korea
| | - Eli Tsukayama
- Department of Psychology, University of Southern California, 3620 South McClintock Ave., Los Angeles, CA 90089, United States
| | - Geoffrey P Goodwin
- Department of Psychology, University of Pennsylvania, 3720 Walnut St., Philadelphia, PA 19104, United States
| | - Sarah Patrick
- Department of Psychology, University of Pennsylvania, 3720 Walnut St., Philadelphia, PA 19104, United States
| | - Angela L Duckworth
- Department of Psychology, University of Pennsylvania, 3720 Walnut St., Philadelphia, PA 19104, United States
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