Psychometric properties and measurement invariance of the short form of grit scale in Korean adolescents

This study aimed to identify the factor structure of the Korean version of the Short Grit Scale (Grit-S) and examine its cross-sectional and longitudinal measurement invariance (MI). Data from the Korean Children and Youth Panel Survey 2018 were analyzed, which included two cohorts, comprising 2,327 and 2,325 fourth-year elementary and first-year middle school students, respectively. It was found that the two-factor model fit the data well for the elementary and middle school samples. The results of the cross-sectional MI tests across genders indicated that the full threshold and loading invariance were also supported for the elementary school sample, and the partial threshold and loading invariance were supported for the middle school sample. The analyses of the longitudinal MI revealed that the partial threshold and loading invariance were supported for both samples. The reliability analysis revealed satisfactory McDonald's Omega values for both samples at each time point and moderate stability coefficients over time. Based on these findings, it was concluded that the Korean version of the Grit-S demonstrated satisfactory psychometric properties and exhibited MI across gender and time in Korean adolescents.

A quantitative assessment of the predictive utility of grit in sport

In high-performance sport, an athlete's ability to overcome setbacks and sustain their pursuit of long-term goals is essential for success. Grit (i.e., passion and perseverance over long-terms) has been linked to success in a variety of domains but is often critiqued for its limited predictive utility when compared to other psychological variables including self-control, conscientiousness, and mental toughness. The purpose of this study was to examine whether grit predicted important athlete outcomes (i.e., various measures of sport performance and athlete well-being) beyond other determinants of success. Data from 214 collegiate student-athletes (111 women, 103 men; Mage = 21.02, SD = 2.26) from Western Canadian universities were analysed. When predicting performance, the addition of the grit subscales (i.e., consistency of interests, perseverance of effort, adaptability to situations) explained an additional 11% of variance (R2 = 0.37, F[7, 203] = 7.16, p < .001) beyond self-control, conscientiousness, and mental toughness in subjective sport performance perceptions; however, grit did not add unique variance when entered into models predicting athlete goal achievement perceptions or highest level of competition. When predicting well-being, addition of the grit subscales added 18% of unique variance (R2 = 0.43, F[7, 203] = 21.43, p < .001) beyond other determinants of success in eudaimonic well-being, and 5% (R2 = 0.17, F[7, 203] = 6.95, p < .001) in satisfaction with sport, but did not add any unique variance to the model predicting mood. The partial support of the predictive utility of grit illustrates the complexity of forecasting success in sport and offers evidence that grit should continue to be studied as a motivational disposition in the domain of sport.

Mindset matters: contributions from grit and growth mindsets to successful aging

OBJECTIVE

Though we all age, some age more successfully than others. Health and social connections have been identified as cornerstones to successful aging, yet the contributions from psychological factors are less clear. Our goal was to examine the influence of grit and growth mindset in successful aging in middle and older age. We also assessed whether grit or growth mindset mediated the lifestyle-successful aging relationship.

METHOD

We used a telephone questionnaire to measure grit and growth mindset, successful aging, and lifestyle for 263 adults, ages 40-80 years.

RESULTS

Higher grit-effort and growth mindset predicted more successful aging in younger (40-64 years) and older groups (65-80 years). Additionally, exercise frequency predicted successful aging for the combined sample and partially mediated the relationship between growth mindset and successful aging.

CONCLUSIONS

Our findings reveal grit-effort and a growth mindset as important contributors to successful aging in middle and older adulthood. Because psychological constructs are malleable, continued study of grit and growth mindsets is essential to enable their eventual application in changing the aging process.

Grit, Athlete Burnout, and Well-Being in Female Collegiate Student-Athletes

CONTEXT

Collegiate student-athletes are faced with significant athletic and academic demands, causing a substantial amount of stress, which can lead to athlete burnout. Problematically, little research has been done to find ways to prevent or mitigate the effect of athlete burnout in collegiate student-athletes. Grit is one characteristic that they could use as a coping mechanism to reduce the effects of burnout and to improve overall well-being.

OBJECTIVE

To determine if grit had a main or buffering effect on well-being and athlete burnout in female collegiate student-athletes.

DESIGN

Cross-sectional study.

SETTING

National Collegiate Athletics Association Division I institution.

PATIENTS OR OTHER PARTICIPANTS

A total of 174 female collegiate student-athletes.

MAIN OUTCOME MEASURE(S)

The Grit Scale, Athlete Burnout Questionnaire, and Warwick Edinburgh Mental Well-Being Scale were used to assess grit, athlete burnout, and well-being.

RESULTS

Grit was a significant negative predictor for physical and emotional exhaustion (F1,172 = 28.25, P < .001), a reduced sense of accomplishment (F1,172 = 20.40, P < .001), and sport devaluation (F1,172 = 40.32, P < .001). Additionally, grit was a significant positive predictor of well-being (F1,172 = 29.68, P < .001). The moderated regression with grit did not reveal significant results.

CONCLUSIONS

We provide new information on considerations for reducing athlete burnout and improving well-being in female collegiate student-athletes. Athletic trainers and sports medicine stakeholders should consider intervention strategies for improving grit to mitigate athlete burnout and diminished well-being while continuing to explore their effectiveness.

Keep going, keep growing: A longitudinal analysis of grit, posttraumatic growth, and life satisfaction in school students under COVID-19

The COVID-19 pandemic disrupted students' daily life, but grit could have sustained students' wellbeing by helping them work hard and stay goal-oriented over time despite adversity. Gritty students may also have interpreted COVID-19-related adversity as an opportunity to grow, thus displaying higher levels of post-traumatic growth. In this study, 445 students in grades 6-12 (160 males, Mage = 14.25, SDage = 2.11) completed measures of grit and life satisfaction at the beginning (Time 1) and at the end (Time 2) of the school year, together with a measure of posttraumatic growth. A longitudinal SEM model shows that perseverance positively relates to posttraumatic growth, indirectly favoring life satisfaction at Time 2. In conclusion, perseverance, rather than consistency, appeared to have sustained students' positive adjustment to the COVID-19 pandemic. Teaching students how to nurture this quality can have important beneficial effects for their wellbeing under adverse conditions.

Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy

This study examined the relationship among foreign language enjoyment (FLE), second language L2 grit, online learning self-efficacy (OLSE), and online learning engagement among Iranian English as a foreign language (EFL) learners. The study involved 578 Iranian EFL learners who completed self-report measures of the four constructs. Confirmatory factor analysis and structural equation modeling were employed to confirm the validity of the scales and test the hypothesized model. The findings indicate that FLE positively affects online learning engagement and OLSE positively influences online learning engagement. Additionally, the study found that online self-efficacy mediates the relationship between L2 grit and online learning engagement. These results highlight the importance of FLE and OLSE in promoting online learning engagement, and the mediating role of online self-efficacy in the interplay between L2 grit and online learning engagement. This research sheds more light on the understanding of the factors that influence online learning engagement among EFL learners and has important implications for both theory and practice.

The Structural Relationship between Basic Psychological Needs, Grit, and the Quality of Life of Individuals with Disabilities

Individuals with disabilities who engage in regular physical activity reduce their risk of diseases such as obesity and heart disease, as well as other risk factors; relieve tense emotions, and improve their quality of life via interaction with others. Despite these advantages, only one out of every four Koreans with a disability engages in physical activity. Grit is the ability to maintain interest and effort towards a goal in the face of adversity and failure. Grit can act as an important factor in increasing the psychological level of individuals with disabilities. We investigated the relationship between basic psychological needs, grit, and the quality of life of disabled individuals to determine if physical activities can improve their quality of life. Our dataset included 296 disabled individuals registered with the Korean Ministry of Health and Welfare. Using structural equation modelling, the direct and indirect effects of grit, quality of life, and psychological needs satisfaction such as competence, relatedness, and autonomy were examined. We found that competence positively affects consistency of interests (β = 0.150, t = 1.854), relatedness positively affects consistency of interests (β = 0.354, t = 4.409), and autonomy has no statistically significant effects (β = 0.101, t = 1.086). Second, competence positively affects perseverance of effort (β = 0.249, t = 3.206), autonomy negatively affects perseverance of effort (β = -0.269, t = -2.880), and relatedness has no statistically significant effects (β = -0.017, t = -0.249). Third, autonomy positively affects quality of life (β = 0.214, t = 2.349) while competence and relatedness had no statistically significant effects (β = -0.018, t = -0.208; β = 0.096, t = 1.288). Fourth, consistency of interests positively affects quality of life (β = 0.312, t = 4.191) while perseverance of effort had no statistically significant effects (β = -0.094, t = -1.480). Fifth, competence was found to have positive indirect effects on quality of life through grit. This study underscores the importance of addressing these three basic psychological needs and elements of grit when designing future quality of life interventions for disabled individuals.

Development of a Scale to Measure the Psychological Resources of Grit in Adults

Grit, a personality trait characterized by  having passion and perseverance for long‐term goals, has been linked to increased performance, retention, and well‐being in various fields. In the 15 years since the original grit scale was published, many studies have investigated factors that promote grit. However, a scale has not yet been developed measuring characteristics that can contribute to higher levels of grit. This study aimed to develop a novel scale to measure the psychological resources of grit. The Delphi technique was used to obtain consensus from a national and international panel of academics and practitioners who are experts in grit and related constructs. A total of 30 participants rated 100 scale items over three rounds of online surveys. Experts agreed that items selected for the final scale (n = 20) were essential, with 85% rating them as important or very important. The scale, called the Grit Psychological Resources Scale, has promise as a helpful tool for practitioners involved in staff development and building capabilities that contribute to goal achievement.

A Theoretical Analysis of Approaches to Enhance Students' Grit and Academic Engagement

The role of teachers in developing positive traits in EFL students has been widely endorsed in the literature. Two such traits that have pivotal roles in language teaching and learning are grit and academic engagement. Despite the proliferation of correlational studies on these constructs, theoretical and systematic review studies on the role of EFL teachers' approaches in strengthening and enhancing these variables are scant. To fill this wide gap, the present study aimed to review the theoretical and empirical underpinnings of students' grit and engagement and their teachability. In so doing, the definitions, conceptualizations, and dimensions of the two variables were presented. Moreover, a number of practical teaching approaches were suggested to EFL teachers in various contexts. Finally, implications, research gaps, and future directions of this research strand are provided to enhance EFL stakeholders' knowledge of teachability of grit, engagement, and many other positive psychological traits.

The Influence of EFL Teachers' Hope and Trust on Their Academic Grit: A Theoretical Review

The role of emotions in second/foreign language education has been exponentially highlighted in the literature. However, the interplay of English as a foreign language (EFL) teachers' hope, trust, and grit has witness a scant attention among L2 researchers. Against this shortcoming, the present mini-review article made an effort to offer a theoretical analysis of the theoretical and empirical underpinnings of these three constructs. In so doing, it presented the definitions, conceptualizations, dimensions, theories, related studies, and the way these variables can influence one another. Drawing on scientific findings in the literature, this study proposed some implications for EFL teachers, teacher trainers, principals, and scholars to enhance their knowledge of psycho-emotional factors and how establishing an environment based on hope and trust can generate success in L2 education. Finally, some recommendations for future research are made to drive this line of research forward.

The Role of Learners' Psychological Well-Being and Academic Engagement on Their Grit

This review aimed at examining the related studies on the effect of English as a foreign language learners' (EFL) psychological well-being and academic engagement as positive emotional constructs on learners' grit. The positive significant effect of psychological well-being on learners' grit has been confirmed in the literature review. Studies have shown that resilience, enjoyment, engagement, lack of depression, interest, and world meaningfulness can act as mediator variables in the relationship between psychological well-being and grit. Furthermore, few studies have been done on the effect of academic engagement on learners' grit. The studies showed that some factors such as meticulousness, self-control, self-confidence, and motivation act as mediators in the relationship between academic engagement and grittiness. In the end, the pedagogical implications are expounded to promote the quality of language learning quality. This review also provides some suggestions for further research to clarify our perspective over positive emotional variables and their relationships with each other.

Exploring the Relationship Between Chinese EFL Students' Grit, Well-Being, and Classroom Enjoyment

It has been documented that grit plays an indispensable role in the process of language learning and teaching. It is postulated that gritty people are more able to become involved in classroom practice and remain motivated even in light of challenges; however, what remains vague is the interplay of grit, well-being, and classroom enjoyment. To this end, 335 male and female Chinese EFL (English as a Foreign Language) learners who were studying English in 28 universities took part in this study. They completed three questionnaires including the grit scale questionnaire (Grit-S), foreign language enjoyment scale, and PERMA well-being scale. The Pearson coefficient of correlation was run to investigate the first research question of the study while, after checking the preliminary assumptions, for the second research question a multiple regression analysis was used. The findings of the study demonstrated that there is a positive relationship between learners' grit and enjoyment, and high degrees of enjoyment were interrelated to high degrees of grit. The findings of the study also signified that grit significantly predicted students' well-being and was also a predictor of classroom enjoyment. Finally, some implications and recommendations have been offered for language teaching stakeholders in educational settings.

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

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.

Grit: A Concept Analysis

The concept of grit, defined as having passion and perseverance for long-term goals, has gained significant recognition in recent years. The idea that being gritty is ultimately more important than innate talent to achieve goals has widespread appeal. This review examined the concept of grit to clarify relationships between constructs and identify future opportunities for research. A systematic search across five databases including CINAHL, PsycINFO, PubMed, Scopus and Web of Science yielded 422 records. After screening and assessment for eligibility, 42 articles were retained and reviewed using the Walker and Avant method for concept analysis. Results provided support for passion, perseverance and long-term goals as defining attributes of grit, along with an extensive nomological network of antecedents, consequences, and mediating and moderating variables. Positive thoughts, behaviours and habits appear to play a key preparatory role in achieving long-term goals. Grit was associated with reduced burnout and depression, improved performance and well-being. Further research is needed to understand the best practice approaches for developing grit at both an individual and collective level.

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

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.

Passion and Persistence: Investigating the Relationship Between Adverse Childhood Experiences and Grit in College Students in China

Adverse childhood experiences (ACEs) are known to have deleterious effects on individuals across the life span, but less is known about how they affect grit, a strong predictor of achievements and well-being. This study seeks to investigate the effect of ACEs on grit in a sample of Chinese college students during the COVID-19 pandemic. Data were collected from 1,871 students across 12 universities in China. Findings indicated a significant effect of ACEs on grit, particularly abuse and neglect dimensions of ACE. Since grit is particularly important for professional success, those who have experienced abuse and neglect victimization may struggle throughout their education, and subsequently, in their careers. This calls for interventions to buffer the effects of ACEs on grit.

Beyond Passion and Perseverance: Review and Future Research Initiatives on the Science of Grit

Grit, which is originally conceptualized as passion and perseverance for long-term goals, has been associated with optimal performance. Although previous meta-analytic and systematic reviews summarized how grit relates to performance outcomes, they possess considerable shortcomings, such as (a) absence of summary on the association of grit with well-being outcomes; (b) absence of discussion on social, psychological, and emotional mechanisms linking grit to well-being; and (c) lack of elaboration on how alternative models can resolve fundamental problems in the grit construct. This integrative review provides a comprehensive summary on the link of grit to performance and well-being outcomes. Importantly, it elaborates how alternative models can potentially address flaws in the existing grit theory. Future research directions are discussed on how to move forward the science of grit.

From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education

Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher's interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher's interpersonal style of autonomy support within the university setting in the search for satisfaction with life along with the active role of the student through the mediation of the satisfaction of basic psychological needs, increased quality motivation, and high group cohesion.

Exploring Student-Athlete Grit as a Mediator in the Relationships Between Parenting, Academic Success, and Mental Health Outcomes

Due to demand for high performance inside and outside of the classroom, student-athletes are a unique subsection of college students. Researchers have focused on investigating protective factors, which may enhance student-athlete well-being and academic success in higher education and reduce athlete burnout. The current study examined grit as a mediator between parenting behaviors and academic success, mental health outcomes, and burnout in higher education among National Collegiate Athletic Association Division I and Division II student-athletes (N = 202). Overparenting behaviors were negatively associated with psychological autonomy granting, mental health outcomes, and athlete burnout. Psychological autonomy granting behaviors were positively associated with grit and negatively associated with mental health outcomes and athlete burnout. Student-athlete grit mediated the relationship between overparenting behaviors and mental health outcomes. Clinical implications include improving student-athlete parent onboarding protocol; student-athlete psychoeducation; and preventative outreach and health promotion among athletes, athletic staff, and university practitioners. In summary, these findings suggest that parenting behaviors and grit are factors that require more attention in fostering student-athlete success.

Validating the Chinese Version of Triarchic Model of Grit Scale in Technical–Vocational College Students

The Triarchic Model of Grit Scale (TMGS), a measure that assesses individuals’ dispositions to show perseverance, passion (or consistency of interests) , and adaptability for long-term goals, had acceptable psychometric properties in Filipino student samples. However, there is scant evidence on the validity of this scale in other societies. This research explored the psychometric validity of the Chinese version of TMGS in selected technical–vocational college students in Shenzen, China. Results demonstrated that the scores from the three-factor model of grit were valid and reliable. In addition, whereas perseverance and adaptability were linked to increased life satisfaction and positive emotions, consistency was not related to such criterion variables. Further, perseverance and adaptability were associated with lower negative emotions, while consistency was linked to increased levels of undesirable emotions.

Buffering Academic Stress during the COVID-19 Pandemic Related Social Isolation: Grit and Growth Mindset as Protective Factors against the Impact of Loneliness

The pandemic of the SARS CoV-2 virus, which causes COVID-19 sickness, constitutes a global challenge to well-being. Positive psychology constructs of grit and growth mindset may offer a solution to this challenge as both are associated with psychological resilience. A growth mindset describes the underlying beliefs people have about the malleability of intelligence, and grit refers to dedication to long-term goals. The present study explored whether such constructs could constitute protective factors against the academic stress associated with loneliness and perceived lack of control among international students (n = 170) during social isolation, induced by COVID-19 restrictions. The results of a hierarchical multiple regression model explained 36% of the variance in academic stress with a perceived lack of control (ß = .53, p < .001) and growth mindset (ß = -.22, p < .001) being significant direct predictors. Moderation analysis explained 17% of the variance and confirmed that a level of dispositional grit moderated the detrimental influence loneliness had on academic stress. Simple slopes analysis revealed a significant effect for moderate (β = .07, p = .01) and high (β = .16, p = .001) levels of grit. Our findings suggest that grit and growth mindset, as dynamic variables, could be taught to students as resilience-building prevention of academic stress during the COVID-19 pandemic. Lastly, our results have shown that parents (37%) and friends (32%) were most frequently identified by students as supporters during the COVID-19 pandemic with minimal reported support from universities (2.5%).

On lemons and lemonade: the effect of positive and negative career shocks on thriving

Purpose

The purpose of this paper is to investigate how positive affectivity (PA) moderates the indirect effects of positive and negative career shocks – unplanned and often unexpected external events whose effects cannot be anticipated or countered – on thriving via career adaptability.

Design/methodology/approach

The authors empirically tested the moderated mediation model with a structural equation modeling (SEM) approach. The study was performed with a valid sample of professionals who had experienced work-related career shocks.

Findings

The results indicated that career adaptability mediated the effects of positive and negative career shocks on thriving. In addition, the slope of the relationship between negative shocks and adaptability became positive for high levels of PA. The authors also found an indirect effect of negative career shocks on thriving at all levels of PA and importantly, when PA was high, the effects of negative shocks on thriving became positive.

Practical implications

Individuals may use emotional reappraisal strategies to counter negative feelings that accompany negative events to mitigate the negative effects of such events. By strengthening their positivity, individuals facilitate their own perception of shocks, thereby minimizing the possibility of a decrease in adaptability resources.

Originality/value

This paper advances understanding of those mechanisms through which negative shocks lead to positive effects that can help individuals improve their career adaptability and thrive.

Exploring the relationship between resilience and grit among nursing students: A correlational research study

BACKGROUND

Nurse turnover is a critical issue around the world. Finding factors that can increase job persistence in nursing can have a positive impact on both the quality and cost of health care. Resilience and grit have been studied as factors that help an individual persist in the pursuit of their goals. Resilience and grit are related terms that have frequently been used interchangeably, although some studies suggest that they are different constructs. Determining if they are different constructs is important as we seek to develop qualities in new nurses that increase their job persistence and satisfaction.

OBJECTIVES

The purpose of this study was to explore the relationship between resilience and grit in pre-licensure nursing students.

DESIGN/SETTING

This descriptive correlational study was conducted at a midsize private University in the United States.

PARTICIPANTS

The convenience sample consisted of students from 3 pre-licensure programs: Traditional Bachelor of Science in Nursing (TBSN), Accelerated Bachelor of Science in Nursing (ABSN) and Direct Entry Masters of Science in Nursing (DEMSN). The final sample was 348 students: 79% TBSN, 7% ABSN and 14% DEMSN.

METHODS

Resilience was measured with the Conner-Davidson Resilience 10 item scale. Grit was measured utilizing the Short Grit Scale.

RESULTS

Inspection of the interfactor correlations suggest that resilience and grit scales are distinct, though tend to correlate well. Notably, the relationship between resilience and the persistent effort component of grit was moderate. That correlation was higher than the relationship between the consistent interest component of grit and resilience.

CONCLUSION

This study concludes that grit and resilience are related concepts but are not synonymous. Being mindful of the difference in these two attributes may be important in the development of educational offerings in both Schools of Nursing and in new nurse residency programs to increase retention in nursing.

Parental Motivational Perseverance Predicts Adolescents' Depressive Symptoms: An Intergenerational Analysis with Actor-Partner Interdependence Model

Adolescents' depressive symptoms are affected by a number of factors including life stress, gender, socio-economic status, and parental depression symptoms. However, little is known about whether adolescent depressive symptoms are also affected by parental motivational characteristics. The current study explores the relationship between parental motivational perseverance (i.e., parents' persistency in the face of setbacks and difficulties) and children's depressive symptoms during the adolescence, given the critical role of perseverance in psychological well-being. The predictive utility of two motivational characteristics relevant to perseverance: parents' growth mindset (i.e., one's belief about the malleability of human competence) and grit (i.e., perseverance for long term goals) were examined. Four hundred pairs of Japanese parents (82% mothers) and their adolescent children (50% females; average age at the time of the first assessment = 14.05 years; SD = 0.84) independently completed surveys measuring their growth mindset, grit, and depressive symptoms at two time points (approximately one year apart; attrition rate = 25%). The Actor-Partner Independence Model, a statistical model that accounts for inter-dependence between dyads (e.g., parents and children), was used to examine how parental motivational perseverance predicts the long-term change in their offspring's depressive symptoms. The results showed that parental grit led to the decrease in adolescents' depressive symptoms through the changes in adolescents' grit. On the other hand, parental growth mindset directly predicted the adolescents' depressive symptoms, and this was not mediated by the adolescents' growth mindset. These findings underscore the importance of parental motivational characteristics in regards to adolescents' depressive symptoms.

Toward a Work Motivation Conceptualization of Grit in Organizations

Despite its widespread media acclaim and recognition as a strategic imperative, the role of grit in organizational research remains unclear. This ambiguity resulted from inconsistent empirical findings, thus triggering a pessimistic outlook for the construct across disciplines. To address these issues, we suggest that such confusion and lack of construct and predictive validity stem from not only methodological issues but also a lack of theoretical sophistication. In this article, we address methodological issues, focusing mainly on construct and criterion-related validity, by showing how traditional definitional components of grit are absent in existing measures. Next, we address theoretical issues impeding progress by developing a new work motivation conceptualization of the construct. To do so, we focus primarily on noncognitive ability, purpose-driven long-term goal setting, and task strategy (i.e., short-term goal) adaptation. Finally, we develop an organizing framework examining how, and under what conditions, work-related goal setting manifests, highlighting grit’s distinction from other historically related constructs. Coupled with the assumption that individuals hold higher order organizational goals toward which they are passionate, our organizing framework includes feedback mechanisms accounting for grit’s developmental properties over time. Finally, we acknowledge significant areas for future research and potential practical implications.

Plenty of Fish in the Ocean: How do Traits Reflecting Resiliency Moderate Adjustment After Experiencing a Romantic Breakup in Emerging Adulthood?

Breakups are common but often one of the most distressing experiences that young people can have. Poor adjustment to relationship loss is linked to depressive symptoms and rumination. This study assessed traits that reflect resiliency and that might comprise protective factors that ameliorate depressive symptoms and rumination. Online survey participants included 866 male and female late adolescents (18-22 years; Mean age = 20.7; 62% female; 82% White/Caucasian; 7% Asian/Southeast Asian; 6% Black/African American) who recently had experienced the breakup of a romantic relationship. Analyses assessed whether optimism, grit, and self-esteem moderated the breakup-adjustment relationship. After controlling for gender and current relationship status, higher optimism, self-esteem, and grit were expected to be associated with lower levels of depressive symptoms and rumination for those who had experienced a breakup in the three months prior to the study, and for the most part, these predictions were confirmed. These findings can be reinforced in education and counseling programs to better support individuals suffering the aftermath of a breakup. The findings add to the literature on adolescents' development of interpersonal functioning and skills required in intimate relationships.

Work grit as a moderator of politics perceptions

Purpose

The purpose of this paper is to test the interactive effects of grit (e.g. supervisor and employee) and politics perceptions on relevant work outcomes. Specifically, the authors hypothesized that supervisor and employee grit would each demonstrate neutralizing effects when examined jointly.

Design/methodology/approach

Three studies (N’s=526, 229, 522) were conducted to test the moderating effect across outcomes, including job satisfaction, turnover intentions, citizenship behavior and work effort. The authors controlled for affectivity and nonlinear main effect terms in Studies 2 and 3 following prior discussion.

Findings

Findings across studies demonstrated a unique pattern differentiating between grit sources (i.e. employee vs supervisor) and outcome characteristic (i.e. attitudinal vs behavioral). In sum, both employee and supervisor grit demonstrated neutralizing effects when operating in politically fraught work settings.

Research limitations/implications

Despite the single source nature of data collections, the authors took steps to minimize potential biasing factors (e.g. time separation, including affectivity). Future research will benefit from multiple sources of data as well as a more expansive view of the grit construct.

Practical implications

Work contexts have grown increasingly more political in recent years primarily as a result of social and motivational factors. Hence, the authors recommend that leaders investigate factors that minimize its potentially malignant effects. Although grit is often challenging to cultivate through interventions, selection and quality of work life programs may be useful in preparing workers to manage this pervasive source of stress.

Originality/value

Despite its practical appeal, grit’s impact in work settings has been under-studied, leading to apparent gaps in science and leadership development. Creative studies, building off the research, will allow grit to maximize its contributions to both scholarship and employee well-being.

Managing uncertainty in the career development of emerging adults: Implications for undergraduate students

As an increasing number of emerging adults enter university as undergraduate students, and the relationship between higher education and the graduate employment market becomes ever more interconnected, it is critical to examine how this population can navigate their career development effectively in today's ever-changing world. This paper draws attention to the influence of uncertainty on the career development of emerging adults as undergraduate students. Three critical challenges that are related to uncertainty are examined, including: (a) ambiguity in the external environment; (b) inadequate management of uncertainty due to executive function deficits; and (c) mental health implications – specifically, anxiety—that arise from uncertainty. Then, I address these challenges with three postmodern career development approaches and their related interventions, including the Chaos Theory of Careers, the narrative approach, and the spiritual approach.

Investigation of the Effects of Purpose in Life, Grit, Gratitude, and School Belonging on Mental Distress among Chinese Emerging Adults

Given the high prevalence of mental distress indicators, such as depression, among emerging adults, it is imperative to identify not only factors that place them at risk for mental distress, but also those that protect against it. This study tested the direct and indirect effects (via purpose in life) of gratitude, two aspects of grit (i.e., consistency of interest and perseverance of effort), and school belonging on three indicators of mental distress (i.e., depression, anxiety, and stress). A total of 468 Chinese university students (58.3% female), aged 18 to 27, in Macao, China responded to an anonymous questionnaire between April to May, 2016. As expected, all psychosocial factors were negatively associated with all three indicators of mental distress (r = -0.15 to -0.42, p < 0.05), with the exception of perseverance of effort, which had a significant, negative association with depression only. The results of path analysis showed that purpose in life significantly mediated the effect of school belonging and perseverance of effort on depression, whereas school belonging, gratitude, and consistency of interest all had direct effects on all three indicators of mental distress (p < 0.05). Our results also suggested that the two components of grit may have differential effects on mental distress among Chinese emerging adults. School-based programs should consider positive psychology interventions in Chinese populations.

All That Glitters Is Not Grit: Three Studies of Grit in University Students

The present research looked at the importance of the concept of grit in University students based on a mixed-method approach. Study 1 comprised 440 University students. All were given the Grit Scale, the Perceived Stress Scale, the short Warwick-Edinburgh Mental Well-being Scale, the Office of National Statistics Well-being items and the Self-Control Scale. Levels of grit were significantly higher in female students, older students and postgraduates. Grit correlated highest with self-control. Study 2 looked at 340 University students. In addition to measuring self-control, mental well-being and grit, measures of resilience and mindsets were also added. A construct validity test of the Grit Scale showed that high grit scorers had significantly higher levels of self-control and mental well-being, were more resilient and were more likely to have a more growth oriented mindset. Grit varies with age and is most closely associated with the concept of self-control. The third study was a qualitative investigation with 10 successful graduates. Semi-structured interviews were coded using thematic analysis. Three broad themes emerged. The first, Passion and Perseverance, included themes of having short and long terms goals, resilience, dedication, and endurance. The second, Self-Control, included time management, self-awareness, prioritizing tasks and knowing strengths and weaknesses. The third theme identified was Positive Mindsets. This included having a positive attitude toward learning, the importance of feedback and constructive criticism and that success is not materialistic. The qualitative research has helped "unpack" concepts from the grit research and may enable University tutors to guide students better. Though these studies were only conducted in one English University, they have been stepping stones in our quest to discover what are the most important factors in determining student academic success? The development and piloting of our new Uni-Stride Scale, is the next step in this process.