True grit and genetics: Predicting academic achievement from personality

Construct Validity, Longitudinal Measurement Invariance, Incremental Validity, and Predictive Validity of the Original Grit Scale in Chinese Young Adults

Although many studies have attempted to validate grit scales because of the construct's popularity, most have considered the shorter rather than the longer Original Grit Scale (Grit-O). We examined the Grit-O's construct validity, longitudinal measurement invariance, incremental validity for academic performance, and longitudinal predictive validity for subjective well-being among young Chinese. We used a cross-sectional sample of 3,322 college students and a longitudinal sample of 1,884 college students, tested twice over 10 months. The first-order factor model fit the data better than other models and showed partial configural and metric measurement invariance over time. Grit and its two facets longitudinally predicted subjective well-being (i.e., life satisfaction, happiness, positive affect, negative affect, and depression) but had negligible incremental validity for two semesters' grades after controlling for conscientiousness. So, while the Grit-O could be a useful construct for young adults, its predictive value overlaps with a better-established construct, conscientiousness.

The seeds of change: Antecedent variables and their impact in building grit and resilience through outdoor adventure education

INTRODUCTION

This study examines the impact of Outdoor Adventure Education (OAE) on developing grit and resilience in adolescents. Focusing on a United States-based sample collected in 2015, it explores how antecedent variables such as age and gender influence these outcomes, integrating the PERMA model of well-being to investigate underlying mechanisms.

METHODS

The research employed a cross-sectional design with 350 participants aged 14-18 from various OAE courses. Data collection involved pre/post surveys assessing grit and resilience as experiences through mastery, relatedness, and emotional reactivity. The study utilized established inventories for grit and the Resilience Scales for Children and Adolescents.

RESULTS

Findings revealed significant grit, mastery, and relatedness increases following the OAE program. Participants demonstrated enhanced perseverance and passion toward goals, increased sense of mastery, and better relational dynamics. However, emotional reactivity scores remained largely unchanged. Notably, the impact of these programs varied based on participants' gender and socioeconomic status, indicating differential effects across demographic groups.

CONCLUSIONS

The study suggests that OAE programs effectively foster grit and resilience in adolescents, with varying impacts based on demographic factors. It highlights the necessity for inclusive and adaptive program designs that cater to diverse participant needs. The results contribute valuable insights to the field of youth development, emphasizing the role of OAE in enhancing key psychological traits essential for adolescents' growth and adaptation.

The role of grit in thinking styles and academic major satisfaction

Satisfaction with one's academic major is critical to a university student's development. This study explores the interrelationships among thinking styles, grit, and academic major satisfaction in both deaf or hard-of-hearing (DHH) and hearing students, employing independent samples t-tests to compare the two groups, Pearson's correlation analysis to explore relationships among the variables, and mediation analysis to understand the mediating effect of grit on the relationship between thinking styles and academic major satisfaction. The results indicated significantly higher levels of grit and consistency of interest in DHH students than hearing students, with no significant differences in perseverance of effort. A strong correlation was found between thinking styles and both grit and academic major satisfaction, particularly in DHH students. Mediation analysis revealed that grit significantly mediated the relationship between thinking styles and academic major satisfaction, underscoring its role in enhancing students' academic experience. These findings contribute to the limited literature on DHH students' psychological attributes and the complex interplay of psychological constructs in academic major satisfaction, offering valuable insights for tailored educational strategies.

Reliability and validity of simple Chinese version of grit scale for elementary school students

BACKGROUND

The Grit scale (GS-12) is a widely used rating scale that assess passion and perseverance. The present study aimed to evaluate the reliability and validity of simple Chinese Version of Grit Scale (GS-SC) among Chinese adolescents.

METHODS

Seven hundred one primary school students were recruited as Sample 1. Item analysis and exploratory factor analysis (EFA) were conducted on Sample 1 to preliminarily examine the structure of the scale. Sample 2 consisted of 5,384 primary school students. Confirmatory factor analysis (CFA) and verification of reliability and validity were conducted on Sample 2 to establish a formal scale and further verify the psychometric properties by applying item response theory (IRT).

RESULTS

EFA and CFA revealed a clear two-factor structure. The results demonstrated that the Simplified Chinese Version of Grit Scale had adequate internal consistency and re-test reliability. GS-CS also showed good criterion-validity with personality, self-control, effort regulation and academic achievement. Furthermore, all the items show a acceptable fit to the GRM and have good discrimination (ranging from 2.13 to 3.45) and moderate difficulty(ranging from-1.58 to 0.95).

CONCLUSIONS

The reliability and validity of the GS-SC are good, indicating that the scale can be used as an effective tool for measuring the grit of primary school students in China.

Dear Program Director: An Evaluation of Implicit Bias in Letters of Recommendation for Neurosurgery Residency

BACKGROUND AND OBJECTIVES

Despite comprising half of medical students, women represent only 29.6% of neurosurgery applicants and 17% of residents, suggesting a "leak" in the career pipeline for women neurosurgeons. Surveys persistently show that neurosurgery programs identify United States Medical Licensing Examination (USMLE®) Step 1 score and letters of recommendation (LORs) as the most important factors in selecting applicants to interview. A previous study in neurosurgery found no differences in LORs. However, multiple studies in other specialties have demonstrated implicit gender bias in LORs, which may influence resident selection. Our objective is to evaluate neurosurgery residency LORs for evidence of implicit gender bias.

METHODS

Retrospective analysis of LORs for interviewed neurosurgery applicants at a single institution during the 2014 to 2020 National Residency Matching Program (NRMP®) match cycles. Letters were evaluated using Linguistic Inquiry & Word Count (LIWC) software (Pennebaker Conglomerates), and additional applicant data were obtained from candidate applications. LIWC (Pennebaker Conglomerates) output data included custom dictionary categories and terms that were analyzed using Prism 10 and Rstudio.

RESULTS

Two hundred eighteen applications were reviewed for a total of 827 letters. LIWC (Pennebaker Conglomerates) analysis showed significant differences in word count (331 vs 297, difference = 34, 95% CI: 9-61, P = .008). LORs for applicants who were men were more likely to mention Alpha Omega Alpha Honor Medical Society (1.17 vs 0.778, difference = 0.4, 95% CI: 0.13-0.67, P = .023). USMLE® Step 1 scores were significantly lower for women (241 vs 247, difference = 6, 95% CI: 2-10, P = .004). There was no significant difference between letters for men and women for all categories evaluated in the linguistic evaluation.

CONCLUSION

LORs are vital to the neurosurgical residency application process. The data exhibit some differences between the men and women applicants but few differences in their LORs, consistent with the results of the previous neurosurgical study.

Factors influencing self-care behaviour in patients with heart failure: Grit as a behavioural support factor

AIMS

This study aimed to examine the relationship between heart failure knowledge, self-efficacy, social support, grit and self-care behaviour in patients with heart failure and to identify factors associated with patients' self-care behaviour.

BACKGROUND

Most patients with heart failure are not as active in implementing self-care behavioural practices as recommended by the guidelines.

DESIGN

This descriptive cross-sectional study was designed based on Bandura's Social Cognitive Theory.

METHODS

This study included 138 patients who were diagnosed with heart failure in an outpatient department of cardiology at a tertiary hospital in Korea. Data were collected between July and October 2020 using a structured questionnaire and electronic medical records. Data were analysed using the SPSS/WIN 27.0 program.

RESULTS

Grit had the strongest association with self-care behaviour among patients with heart failure, followed by social support, self-efficacy and heart failure knowledge. These variables accounted for approximately 52% of the variance in self-care behaviour.

CONCLUSIONS

Health-care professionals should assess patients' grit and develop patient-tailored grit enhancement programmes. Based on the social cognitive theory, nursing intervention programmes that can simultaneously manage cognitive (knowledge and self-efficacy), social and environmental (social support) and behavioural support (grit) factors should be developed and applied to nursing practices to promote self-care.

The relationship of school performance with self-control and grit is strongly genetic and weakly causal

The non-cognitive skills self-control and grit are often considered predictors of school performance, but whether this relationship is causal remains unclear. We investigated the causality of this association using a twin design. Specifically, we evaluated the direct impact of self-control and grit on school performance, while controlling for genetic or environmental influences common to all three traits (i.e., confounding). Teachers of 4891 Dutch 12-year-old twin pairs (of which 3837 were complete pairs) completed a survey about school performance (school grades), self-control (ASEBA self-control scale), and the perseverance aspect of grit. Our analysis aimed to determine the direct impact of self-control and grit on school performance, while simultaneously controlling for genetic or environmental confounding. Establishing the regression relationship corrected for confounding supports the interpretation of the regression relationship as causal. In all analyses, we corrected for sex, rater bias of the teachers, and parental socioeconomic status. Initially, in the standard regression, self-control, and grit explained 28.4% of the school performance variance. However, allowing for genetic confounding (due to genetic pleiotropy) revealed that most of this association could be attributed to genetic influences that the three traits share. In the presence of genetic pleiotropy, the phenotypic regression of school performance on self-control and grit accounted for only 4.4% (i.e., the effect size association with the causal hypothesis). In conclusion, self-control and grit predict school performance primarily due to genetic pleiotropy, with a much smaller causal effect (R2 = 4.4%). This suggests that interventions targeting self-control and grit alone may yield limited improvements in school performance.

Childhood personality and academic performance: A sibling fixed-effects study

OBJECTIVE

This study investigated the associations between personality traits at age 8 and academic performance between ages 10 and 14, controlling for family confounds.

BACKGROUND

Many studies have shown links between children's personality traits and their school performance. However, we lack evidence on whether these associations remain after genetic and environmental confounders are accounted for.

METHOD

Sibling data from the Norwegian Mother and Child Cohort Study (MoBa) were used (n = 9701). First, we estimated the overall associations between Big Five personality traits and academic performance, including literacy, numeracy, and foreign language. Second, we added sibling fixed effects to remove unmeasured confounders shared by siblings as well as rating bias.

RESULTS

Openness to Experience (between-person β = 0.22 [95% CI: 0.21-0.24]) and Conscientiousness (between-person β = 0.18 [95% CI 0.16-0.20]) were most strongly related to educational performance. Agreeableness (between-person β = 0.06 [95% CI -0.08-0.04]) and Extraversion (between-person β = 0.02 [95% CI 0.00-0.04]) showed small associations with educational performance. Neuroticism had a moderate negative association (between-person β = -0.14 [95% CI -0.15-0.11]). All associations between personality and performance were robust to confounding: the within-family estimates from sibling fixed-effects models overlapped with the between-person effects. Finally, childhood personality was equally predictive of educational performance across ages and genders.

CONCLUSIONS

Although family background is influential for academic achievement, it does not confound associations with personality. Childhood personality traits reflect unbiased and consistent individual differences in educational potential.

One versus two biological parents with mental disorders: Relationship to educational attainment in the next generation

BACKGROUND

Both maternal and, separately, paternal mental illness are associated with diminished academic attainment among children. However, the differential impacts of diagnostic type and degree of parental burden (e.g. one v. both parents affected) on these functional outcomes are unknown.

METHODS

Using the Swedish national patient (NPR) and multi-generation (MGR) registers, 2 226 451 children (1 290 157 parental pairs), born 1 January 1973-31 December 1997, were followed through 31 December 2013. Diagnostic status of all cohort members was defined for eleven psychiatric disorders, and families classed by exposure: (1) parents affected with any disorder, (2) parents affected with a disorder group (e.g. neuropsychiatric disorders), and (3) parents affected with a specific disorder (e.g. ADHD). Pairs were further defined as 'unaffected,' 'single-affected,', or 'dual-affected.' Among offspring, the study evaluated fulfillment of four academic milestones, from compulsory (primary) school through University (college). Sensitivity analyses considered the impact of child's own mental health, as well as parental education, on main effects.

RESULTS

Marked reductions in the odds of achievement were observed, emerging at the earliest levels of schooling for both single-affected [adjusted odds ratio (aOR), 0.50; 95% CI 0.49-0.51] and dual-affected (aOR 0.29, 95% CI 0.28-0.30) pairs and persisting thereafter [aOR range (single), 0.52-0.65; aOR range (dual), 0.30-0.40]. This pattern was repeated for analyses within diagnosis/diagnostic group. Main results were robust to adjustment for offspring mental health and parent education level.

CONCLUSIONS

Parental mental illness is associated with profound reductions in educational attainment in the subsequent generation, with children from dual-affected families at uniquely high risk.

Genetic contributions of noncognitive skills to academic development

Noncognitive skills such as motivation and self-regulation, are partly heritable and predict academic achievement beyond cognitive skills. However, how the relationship between noncognitive skills and academic achievement changes over development is unclear. The current study examined how cognitive and noncognitive skills contribute to academic achievement from ages 7 to 16 in a sample of over 10,000 children from England and Wales. Noncognitive skills were increasingly predictive of academic achievement across development. Twin and polygenic scores analyses found that the contribution of noncognitive genetics to academic achievement became stronger over the school years. Results from within-family analyses indicated that associations with noncognitive genetics could not simply be attributed to confounding by environmental differences between nuclear families and are consistent with a possible role for evocative/active gene-environment correlations. By studying genetic effects through a developmental lens, we provide novel insights into the role of noncognitive skills in academic development.

Similarity in functional connectome architecture predicts teenage grit

Grit is a personality trait that encapsulates the tendency to persevere and maintain consistent interest for long-term goals. While prior studies found that grit predicts positive behavioral outcomes, there is a paucity of work providing explanatory evidence from a neurodevelopmental perspective. Based on previous research suggesting the utility of the functional connectome (FC) as a developmental measure, we tested the idea that individual differences in grit might be, in part, rooted in brain development in adolescence and emerging adulthood (N = 64, 11-19 years of age). Our analysis showed that grit was associated with connectome stability across conditions and connectome similarity across individuals. Notably, inter-subject representational similarity analysis revealed that teenagers who were grittier shared similar FC architecture with each other, more so than those with lower grit. Our findings suggest that individuals with high levels of grit are more likely to exhibit a converging pattern of whole-brain functional connectivity, which may underpin subsequent beneficial behavioral outcomes.

The impact of boarding schools on the development of cognitive and non-cognitive abilities in adolescents

BACKGROUND

Since China adopted a policy to eliminate rural learning centers, boarding has become an important feature of the current rural student community. However, there is a lack of consensus on the impact of boarding schools on students' cognitive and non-cognitive development. This study investigates the effect of boarding schools on the development of cognitive and non-cognitive abilities of junior high school students in rural northwest China.

METHODS

Using a sample of 5,660 seventh-grade students from 160 rural junior high schools across 19 counties, we identify a causal relationship between boarding and student abilities with the instrumental variables (IV) approach.

RESULTS

The results suggest that boarding positively influences memory and attention, while it has no significant effect on other cognitive abilities such as reasoning, transcription speed, and accuracy. Furthermore, we find no significant association between boarding and the development of non-cognitive skills.

CONCLUSIONS

Given the widespread prevalence of boarding schools in rural regions, our study highlights the growing importance of improving school management to promote the development of students' cognitive abilities and integrating the development of non-cognitive or social-emotional abilities into students' daily routines.

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.

Self-Control Measurement Methodologies: An Integrative Approach

The study of self-control occurs in many different types of experimental settings using a wide range of methodologies. In addition, measures of self-control vary in their procedures and operational definitions from simple questionnaires to complex scenarios where individuals must choose to act or not. The present summary draws on trends within the literature using widely accepted measures of self-control. The measures are organized based on established paradigms in the literature and focus on three categories: executive functioning tasks, delay of gratification tasks, and subjective-report surveys. We also include an "additional measures" category to capture measures that do not readily fit in these three categories. Finally, we discuss recent approaches to the scientific exploration of self-control and integrate the categories of measures used here within these approaches. This integration incorporates a wide range of research paradigms and provides direction for future studies.

Self-control and grit are associated with school performance mainly because of shared genetic effects

Background

By combining the classical twin design with regression analysis, we investigated the role of two non-cognitive factors, self-control and grit, in the prediction of school performance. We did so at the phenotypic, genetic, and environmental level.

Methods

Teachers filled out a survey on the twins' school performance (school grades for reading, literacy, and math), self-control (ASEBA self-control scale), and grit (the perseverance aspect) for 4891 Dutch 12-years-old twin pairs (3837 pairs with data for both and 1054 pairs with data for one of the twins). We employed regression analyses to first assess the contributions of self-control and grit to school performance at the phenotypic level, and next at the genetic and environmental level, while correcting for rater (teacher) effects, parental SES, and sex.

Results

Higher SES was associated with better school performance, self-control, and grit. On average, girls had more self-control and grit than boys. Corrected for sex, SES, and teacher rater effects, genetic factors accounted for 74%, 69%, and 58% of the phenotypic variance of school performance, self-control, and grit, respectively. Phenotypically, self-control and grit explained 28.3% of the variance in school performance. We found that this phenotypic result largely reflected genetic influences.

Conclusions

Children who have better self-control and are grittier tend to do better in school. Individual differences in these three traits are not correlated because of shared environmental influences, but mainly because of shared genetic factors.

Genetics, parenting, and family functioning-What drives the development of self-control from adolescence to adulthood?

OBJECTIVE

Self-control is a meaningful predictor of crucial life outcomes. Knowingly, genes contribute substantially to differences in self-control, but behavioral genetic findings are often misinterpreted regarding environmental influences. Therefore, we reinvestigate the heritability of self-control as well as potential environmental influences, namely parenting and a chaotic home environment.

METHOD

We used cross-sectional and longitudinal data from the German twin family study TwinLife (N = 3354 individuals), structured in a multicohort design in which 13-, 19-, and 25-year-old twins rated their self-control, parents' behavior, and home environment.

RESULTS

Results showed increasing mean levels and 1-year stabilities for self-control accompanied by substantial genetic influences, increasing particularly from ages 19 to 25 (53% to 76%). While chaotic home environments and negative parenting were phenotypically associated with lower self-control, twin difference models revealed that differences in these individually perceived "environments" directly predicted self-control differences (β = -0.16 to -0.28) within families when controlling for genetic and environmental similarities.

CONCLUSIONS

In addition to the genetic anchoring of self-control, results indicate that environmental factors such as negative family environments are meaningful and depend on individual perceptions within families. Interventions for enhancing self-control should, therefore, rely on individual perspectives rather than objective characteristics of home environments.

Guts, Resilience, Integrity, and Tenacity (GRIT) Among Mid Adolescent School Students in a District of South India: A Cross-Sectional Study

Background:

Guts, Resilience, Integrity, and Tenacity (GRIT) is an optimistic character that mixes passion and dedication. It is a driver of achievement and success, independent of and beyond what intelligence and talent contribute. The study aimed to assess GRIT and factors influencing it among mid-adolescent school students (13–18 years) in the Perambalur district, Tamilnadu, India.

Methods:

A cross-sectional study was conducted among mid-adolescent school students. We used a self-reported questionnaire to collect the data on sociodemographic characteristics and parents’ details and the standard eight-item GRIT questions. Analysis was done with the total and subscale scores.

Results:

Among the 1663 participants, 966 (58.1%) were males. The mean (SD) age was 15.6 (1.19) years. The mean GRIT score was 26.65 (4.12). Most students (755) showed medium (45.4%) GRIT scores. The age factor had a weak negative correlation with GRIT ( r = −0.052, p = 0.033) and females had higher scores ( t = 9.13, p = 0.002). Perseverance of effort was significantly more in those from a rural background ( t = 1.9, p = 0.012), while consistency of interest was more in those from urban background ( t = 0.63, p = 0.03).

Conclusion:

Most students had average or medium GRIT scores, with higher GRIT among females. The concept of GRIT should be properly addressed among children during their school years in order to inspire them to dream with passion and perseverance.

The Effect of Parental Autonomy Support on Grit: The Mediating Role of Basic Psychological Needs and the Moderating Role of Achievement Motivation

Purpose

Grit plays a critical role in the academic achievement and future career success of college students. The family environment has an important influence on the development of individual grit, but the mechanisms linking family and grit are not well known. To further understand these relationships, this study sought to explore the mediating role of basic psychological needs between parental autonomy support and grit, and the moderating role of achievement motivation.

Methods

The present study model was developed according to the proposed hypotheses and was analyzed using structural equation modeling. A total of 984 college students in Hunan Province, China participated in the present study. The following tools were used: Perceived Parental Autonomy Support Scale, Basic Psychological Needs Scales, Short Grit Scale, and Achievement Motivation Scale.

Results

Parental autonomy support was positively correlated with basic psychological needs and grit, and both basic psychological needs and achievement motivation were positively correlated with grit. Basic psychological needs mediated the effect of parental autonomy support on grit. Achievement motivation moderated the second half of the path of the mediation model.

Conclusion

Parental autonomy support influences perseverance through the mediation of basic psychological needs, and achievement motivation plays a moderating role. Findings of this study reveal the influence of family environment on grit, and give reference to the development of grit.

Perceived Control and Work-Related Stress Mediate the Effects of Grit on Depression among Employees

We developed and evaluated an interpersonal model of depression in employees, where passion and perseverance affect occupational stress and perceived control, which in turn affect risk of depression. The participants were employees of 18 private companies and local government organizations in Korea aged 19 to 65 years. A total of 11,422 participants completed questionnaires including the Korean version of the Grit scale, the occupational stress scale, the perceived control subscale in the perceived stress scale, and the Center for Epidemiologic Studies Depression Scale. Mediation analysis was performed to determine relationships among trait-level passion and perseverance, work-related stress, perceived control, and depression. Passion and perseverance preceded depression in employees. Higher occupational stress and lower perceived control mediated the association between passion and depression, and between perseverance and depression. Passion and perseverance exert preventive effects on depression by decreasing workplace stress and elevating perceived control. Future studies should investigate the effects of psychological characteristics on the development of depression in employees.

How Grit-S Items Work in Measuring Growth: Focusing on Item Discrimination and Sensitivity to Change

This study investigates how sensitively the current grit measure (Grit-S) is able to reflect the differences between individuals (i.e. item discrimination) and change within individuals (i.e. sensitivity to change of items) using longitudinal data. Data from the Korean Children and Youth Panel Study 2018 of elementary (fourth grade) and middle school (seventh grade) cohorts were analyzed. We compared a series of longitudinal factor models of change with an initial trait and a change in grit represented by latent traits. Results showed that the models hypothesizing two latent traits with respect to the two elements of grit (interest and effort) best fit the data. In the elementary school cohort, sensitivity to change was different from discriminating between-person differences at baseline. Meanwhile, in the middle school cohort, sensitivity to change was identical to discriminating between-person differences at baseline. The items having low discrimination and low sensitivity to change resulted in syntactical complexity and did not accurately reflect the trait that was intended to be measured. Despite the Grit-S being widely used for many years, it is suggested that researchers and educators should administer this measure at taking an individual’s change and school-level difference into account.

Examining mindset and grit in concurrent and future reading comprehension: A twin study

Noncognitive factors have gained attention in recent years as potential intervention targets for academic achievement improvement in students. Two notable facets, intelligence mindset and grit, have been of particular interest. Both have been shown to consistently improve educational outcomes, although little work has focused on reading ability. As such, we examined the relation between both grit and mindset on current, future, and change in reading comprehension ability in a twin sample. We used data from 422 twin pairs (171 monozygotic pairs, 251 dizygotic pairs) drawn from the Florida Twin Project on Reading, Behavior and Environment (Taylor et al., 2019). The racial composition of the sample included 1.00% American Indian or Alaska Native, 2.25% Asian, 13.25% Black or African American, 22.63% Hispanic, 1.00% Native Hawaiian or Other Pacific Islander, 56.13% White, and 3.75% more than 1 race. The household income of the sample at time 1 was 16.15% below $25,000, 18.06% $25,000-49,999, 36.34% $50,000-99,999, and 29.45% $100,000 or more and closely align with the overall composition reported for the state of Florida (United States Census Bureau, 2021). Twins were on average 13 years old when the questionnaire and first reading ability measure were collected, and on average 15 years old when the second reading ability measure was collected. Weak and moderate positive correlations were found between both mindset and grit and with each reading ability score and neither were significantly related to change in reading ability. Twin modeling suggested little to no common genetic or environmental influences between mindset and grit to reading ability. In total, our results do not lend support to the notion of mindset or grit being a mechanism of change for reading ability. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The Trait of Perseverance: A Literature Review and Future Research Directions

The concept of perseverance has always allured researchers because of its characterization as an elementary ingredient for success in personal and professional settings. However, past studies show that perseverance has been explored primarily in combination with other constructs, curtailing its development as a standalone concept. This article aims to identify distinct research streams associated with perseverance, reveal how the research associated with the concept has evolved, and identify some ideas and directions for future research. Using bibliometric analysis, the article identifies 3 distinct research streams and a contextual shift in literature over time. Also, emerging trends in the literature are identified through diachronic analysis. The future time perspective theory is suggested to further the research on perseverance.

Estimating effects of parents' cognitive and non-cognitive skills on offspring education using polygenic scores

Understanding how parents' cognitive and non-cognitive skills influence offspring education is essential for educational, family and economic policy. We use genetics (GWAS-by-subtraction) to assess a latent, broad non-cognitive skills dimension. To index parental effects controlling for genetic transmission, we estimate indirect parental genetic effects of polygenic scores on childhood and adulthood educational outcomes, using siblings (N = 47,459), adoptees (N = 6407), and parent-offspring trios (N = 2534) in three UK and Dutch cohorts. We find that parental cognitive and non-cognitive skills affect offspring education through their environment: on average across cohorts and designs, indirect genetic effects explain 36-40% of population polygenic score associations. However, indirect genetic effects are lower for achievement in the Dutch cohort, and for the adoption design. We identify potential causes of higher sibling- and trio-based estimates: prenatal indirect genetic effects, population stratification, and assortative mating. Our phenotype-agnostic, genetically sensitive approach has established overall environmental effects of parents' skills, facilitating future mechanistic work.

Personality research in the 21st century: new developments and directions for the field

Purpose

The purpose of this study is to systematically examine and classify the multitude of personality traits that have emerged in the literature beyond the Big Five (Five Factor Model) since the turn of the 21st century. The authors argue that this represents a new phase of personality research that is characterized both by construct proliferation and a movement away from the Big Five and demonstrates how personality as a construct has substantially evolved in the 21st century.

Design/methodology/approach

The authors conducted a comprehensive, systematic review of personality research from 2000 to 2020 across 17 management and psychology journals. This search yielded 1,901 articles, of which 440 were relevant and subsequently coded for this review.

Findings

The review presented in this study uncovers 155 traits, beyond the Big Five, that have been explored, which the authors organize and analyze into 10 distinct categories. Each category comprises a definition, lists the included traits and highlights an exemplar construct. The authors also specify the significant research outcomes associated with each trait category.

Originality/value

This review categorizes the 155 personality traits that have emerged in the management and psychology literature that describe personality beyond the Big Five. Based on these findings, this study proposes new avenues for future research and offers insights into the future of the field as the concept of personality has shifted in the 21st century.

When (deliberate) practice is not enough – the role of intelligence, practice, and knowledge in academic performance

It is well established that academic performance (AP) depends on a number of factors, such as intellectual capacities, practice, and previous knowledge. We know little about how these factors interact as they are rarely measured simultaneously. Here we present mediated-Factors of Academic Performance (m-FAP) model, which simultaneously assesses direct and indirect, mediated, effects on AP. In a semester-long study with 118 first-year college students, we show that intelligence and working memory only indirectly influenced AP on a familiar, less challenging college course (Introduction to Psychology). Their influence was mediated through previous knowledge and self-regulated learning activities akin to deliberate practice. In a novel and more challenging course (Statistics in Psychology), intellectual capacities influenced performance both directly and indirectly through previous knowledge. The influence of deliberate practice, however, was considerably weaker in the novel course. The amount of time and effort that the students spent on the more difficult course could not offset the advantage of their more intelligent and more knowledgeable peers. The m–FAP model explains previous contradictory results by providing a framework for understanding the extent and limitations of individual factors in AP, which depend not only on each other, but also on the learning context.

Academic self-efficacy, self-esteem, and grit in higher online education: Consistency of interests predicts academic success

Academic self-efficacy, self-esteem, and grit (i.e., perseverance of effort and consistency of interests) have all separately shown to predict academic success within traditional education. In higher online education, information on these relationships is lacking, while this group of learners is growing in size and importance. We therefore investigated the total as well as the unique predictive value of academic self-efficacy, self-esteem, and grit on academic success in higher online education. Moreover, mediation effects were investigated. Students of a higher online education university in the Netherlands participated (N = 2027, age 18–80 years) in this observational study. Participants filled out online questionnaires on the variables of interest and potential confounding variables at baseline. Academic success was measured objectively through information provided by the exam registration office and operationalized in three variables: exam attempt, study progress, and academic performance. Logistic regression analyses showed that consistency of interests significantly predicted exam attempt (B = .43, p < .001). Generalized multiple linear regression analyses with negative binomial distribution showed that consistency of interests was a significant predictor of study progress (B = .16, p < .001). Mixed model analyses revealed no significant predictors for academic performance (ps > .06). The fact that of our three predictors solely consistency of interests was found to be predictive for academic success indicates that online educational institutes should pay attention to consistency of interests of their students to improve the academic success rates.

Longitudinal evidence that Event Related Potential measures of self-regulation do not predict everyday goal pursuit

Self-regulation has been studied across levels of analysis; however, little attention has been paid to the extent to which self-report, neural, and behavioral indices predict goal pursuit in real-life. We use a mixed-method approach (N = 201) to triangulate evidence among established measures of different aspects of self-regulation to predict both the process of goal pursuit using experience sampling, as well as longer-term goal progress at 1, 3, and 6-month follow-ups. While self-reported trait self-control predicts goal attainment months later, we observe a null relationship between longitudinal goal attainment and ERPs associated with performance-monitoring and reactivity to positive/rewarding stimuli. Despite evidence that these ERPs are reliable and trait-like, and despite theorizing that suggests otherwise, our findings suggest that these ERPs are not meaningfully associated with everyday goal attainment. These findings challenge the ecological validity of brain measures thought to assess aspects of self-regulation.

Self-regulation helps people to achieve their goals, and has been studied across modalities. Here, the authors present longitudinal evidence suggesting that common neural and behavioral measures of self-regulation derived from laboratory tasks do not predict everyday goal pursuit.

Grit and successful aging in older adults

OBJECTIVES

Grit is a noncognitive trait that has been shown to increase monotonically throughout adulthood and predict late-life cognitive performance. Less is known about the relation between grit and successful aging in older adults.

METHOD

Participants over 55-years-old (N = 185) completed a series of self-report surveys assessing demographics, grit (Short Grit Scale; Grit-S), physical and emotional functioning (Medical Outcomes Study Short Form Health Survey; SF-36), and changes in cognitive functioning (Everyday Cognition; ECog). Principal component analysis of the Grit-S was conducted, and then Pearson product moment correlations and multiple linear regressions were used to assess the relations between grit, age, and measures of successful aging.

RESULTS

Grit showed no association with age, even after controlling for education. Grit total score was positively associated with a variety of successful aging variables (SF-36; physical, emotional, and social functioning, energy, general health; all p's <.001). Component analysis of the Grit-S showed a two-component solution representing Consistency and Perseverance. Both components predicted SF-36 measures of energy, general health, and emotional function (SF-36), but only Consistency predicted cognitive decline (ECog) and SF-36 measures of physical health and pain.

CONCLUSION

Grit is stable throughout older adulthood and may serve as a protective factor that promotes active adaptation to the developmental challenges of aging. Consistency of interests appears to play an adaptive role in all facets of successful aging, including stability of cognitive functioning, while perseverance of effort may have a more circumscribed positive effect on physical and emotional well-being in older adults.

The role of parenting behavior’s on the intergenerational covariation of grit

This study evaluates parental grit’s covariation with offspring grit and the moderating role of different parenting behaviors using an 11-country study of young adults between the ages of 18 and 35 (n = 20,008) and their parents (n = 5945). Results show that parental grit is associated with offspring’s grit with moderation of parenting present across the models presented. The study also highlights the direct association of various parenting dimensions with grit, especially the positive relation of parental control. These results have important implications for understanding young people’s grit development and learning mechanisms. Findings can serve as foundations for effective intervention programs and practices in this field designed to improve enthusiasm, interest, capacity for hard work, engagement, and motivation in the long run.

The Association Between Connectedness and Grit Among Thai In-school Adolescents in Urban Chiang Mai, Thailand

Aim

To investigate the associations between Grit, connectedness, and parental involvement in Thai adolescents. Grit, perseverance, and passion for long-term goals are predictors of academic success and health. There is a small but developing knowledge of the predictors of Grit in Asia, especially Thailand. This paper investigates the proposition that connectedness and parental involvement are positively associated with Grit.

Method

A total of 2,839 lower secondary (grade 8), higher secondary (grade 11), and vocational (year 12) students from 21 schools in Chiang Mai, Thailand participated in a survey that measured Grit using the Short Grit Scale. Bivariate analysis was conducted using the t-test, ANOVA, or Kruskal–Wallis H test as appropriate. Multiple ordinary least squares linear regression analysis was performed to determine factors associated with Grit.

Results

Satisfactory relationships with teachers (p = 0.01), parental support (p = 0.03), interest in school (p = 0.01), having been asked by parents to do homework (β = −0.69; p = 0.012), and having been told by parents that they had done something bad (β = −1.09; p = 0.02) associated with Grit. These findings can aid in design of tailored interventions to improve Grit in Thai adolescents.

Role of personality traits in collaborative group works at flipped classrooms

The Flipped Classroom (FC) approach is an important model for individualizing teaching, improving motivation, interaction, and increasing academic performance in a student-centered learning environment. However, at FC, not all students benefit equally from teaching opportunities. There may be important individual differences that affect their academic performance. The relationship between personality traits and academic performance in the FC model in which collaborative group studies are carried out is important for the design of individualized learning environments. In this context, the aim of this study is to research the relationship between academic success and personality traits within a collaborative flipped classroom model. Additionally, in this study, the differentiation of the relationship between academic success and personality traits according to gender, motivation, engagement, and interaction variables were examined. In this research, relational screening model was utilized. The application was achieved through the participation of 167 students for a 14-week period in Turkey. In the research, self-description form and data collection instruments were utilized. At the end of this research, Extraversion from personality traits is the strongest predictor of academic performance in FC. According to descriptive statistics, it was found that female students scored higher in FC settings for extraversion, and male students had higher scores for openness than other structures. In addition, it was found that the motivation scores of women and engagement scores of men were prominent. It was observed that the openness personality of the students with low motivation and the agreeableness of the students with high motivation is more dominant than the other personality structures. Students with the low level of engagement had the highest openness, and those with high agreeableness scores were the highest. The students with the low level of interaction had the highest openness scores, while those with high levels of interaction had the highest conscientiousness. While personality traits and academic achievements of students differed significantly according to gender, motivation and interaction levels, no significant difference was found according to engagement levels. The results reached in this study will guide the applicators about how the students become more ready to learn based on the personality traits of the classroom in which the FC model was utilized.

Examining the Association of Grit Profiles With Big Five Personality and Achievement Among Iranian Foreign Language Learners

Grit-trait-level perseverance and prolonged passion for primary goals-is related to several indicators of educational success such as academic achievement, engagement, and motivation. Although there is new evidence showing the beneficial effects of grit, most research has taken a variable-focused approach and consequently has failed to indicate how individuals with different grit profiles might have different academic results. The present study aimed to build on the existing literature on grit by investigating the relationship between grit, big five personality and L2 achievement. The participants of this study were 384 English as a Foreign Language (EFL) students from different academic majors studying at Yazd University. They had enrolled in General English (GE) courses. The results of the cluster analyses showed that there were three natural grit profiles (Cluster 1 = High Perseverance and High Consistency; Cluster 2 = High Perseverance and Low Consistency; Cluster = Low Perseverance and High Consistency) in the current study. The results of the multivariate analysis of variance (ANOVA) showed that students belonging to cluster 1 had the highest scores on big five personality traits and L2 achievement. The results also showed that when taking academic exams, high perseverance of effort and low consistency of interest were related to higher level of neuroticism and lower level of consciousness. Our study has some theoretical and practical implications. Regarding the theory, this study is related to the existing grit literature by elaborating the relationship between grit profiles, big five personality traits, and L2A. Regarding the practice, our findings affirm the significance of developing and implementing the big five personality traits interventions in grit prediction.

School start times and academic achievement - A systematic review on grades and test scores

Early school times clash with the late sleep of adolescents, leading to wide-spread sleep restriction in students. Evidence suggests that delaying school starts is beneficial for sleep and recent studies investigated whether this also translates into improved academic achievement. We thus conducted a systematic review of the literature on school start times, grades and test scores in middle and high-school students. We reviewed 21 studies following the PRISMA guidelines and assessed the evidence quality using a pre-defined risk of bias tool. Nine studies reported no association of later starts with achievement, while the remaining reported mixed (5), positive (5), negative (1) or unclear (1) results. Considering the heterogeneity in academic outcomes, study types, amount of delay and exposure, and the substantial risk of bias, a meta-analysis was not warranted - instead we provide grouped reviews and discussion. Overall, no generalisable improvements in achievement with later starts emerge beyond the level of single studies. This does not necessarily preclude improvements in students' learning but highlights shortcomings of the literature and the challenges of using grades and test scores to operationalise academic achievement. Given other previously reported positive outcomes, our results suggest that schools could start later while achievement is likely maintained.

Empirical validation of the psychological concept of a perceived feeling of 'energy': Advancement into the study of positive psychology

The paradigm of positive psychology, significant in nature, helps to explain the proactivity and motivation of human agency, such as a secondary school student's state of autonomy, confidence, and personal resolve to strive for optimal learning and/or non-learning experiences. Our recent research development, in tandem with other scholars' inquiries, has focused on one aspect of positive psychology-namely, a person's achievement of 'optimal best', which reflects the maximization of his/her state of functioning (e.g., cognitive functioning). Capitalizing on our previous research, we develop a psychological concept that we term as a 'perceived feeling of energy'. A perceived feeling of energy (e.g., a perceived feeling of liveliness) is proposed to act as a 'motivational engine', or as a central driver, which then could predict and enhance a person's achievement of optimal best. Six hundred and twenty-seven university students (N = 438 women, 189 men) responded to a suite of self-report questionnaires. Structural equation modelling (SEM) techniques were used to test a conceptual model, where we focused on the antecedent (i.e., the direct impact of self-efficacy on a perceived feeling of energy) and consequence of a perceived feeling energy (i.e., the impact of a perceived feeling of energy on personal resolve, and the sustaining of optimal best). Analysis of results showed support for our original hypothesized model-for example: self-efficacy as an antecedent of energy and the central role of the energy as a predictor and potential mediator of future outcomes.

Importance of Maternal Persistence in Young Children's Persistence

Persistence of a distant goal is an important personality trait that determines academic and social success. Recent studies have shown that individual differences in persistence involve both genetic and environmental factors; however, these studies have not examined the role of maternal factors on a young children's persistence. The present study examined whether mothers' persistence is associated with persistence in children aged 3-6 years. In addition, the associations between mothers' persistence/parenting style and children's self-control/social development (prosocial behaviors and difficulties) were examined. Our results showed that maternal persistence is essential for the child's persistence. Children's self-control and social development were also associated with the mothers' persistence and parenting style. Our findings suggest that a young child's persistence may develop under the influence of a familiar adult (i.e., mother) and characterizes their social development, highlighting the importance of persistence in parenting.

Motivational and personality variables distinguish academic underachievers from high achievers, low achievers, and overachievers

Previous studies have associated several variables concerning motivation and other domains with underachievement, i. e. a student's academic achievement falling short of what their cognitive abilities, as the best predictor of academic performance, would indicate. The present study extends these findings using a more rigorous approach in defining underachievers and suitable control groups. Using discriminant analysis, underachievers identified in a German twin family study were compared not only to achievers with comparable IQ scores, but also with students of lower aptitude, but comparably low grades, as well as overachieving students. Results confirm previous findings that compared to successful students, underachievers report lower levels of motivation and parental support; beyond this comparison, underachievers also differed from other low achievers, mostly in terms of their personality. In total, 40% of the variance between the groups were explained. Additionally, the data shed doubt on the common assumption that underachievers are an unusually heterogenous group of students.

Validación de la estructura psicométrica de las escalas Grit-O y Grit-S en el contexto colombiano y su relación con el éxito académico

Dentro de los constructos que se han estudiado en los últimos años como predictores del desempeño académico se encuentra el factor grit. En la presente investigación se realizaron dos estudios con el objetivo de adaptar y validar la escala Grit-O a un contexto colombiano, así como determinar la validez de criterio de la escala Grit-S por medio del desempeño académico en estudiantes universitarios. En el primer estudio (n = 500) se realizó un análisis factorial exploratorio a través de un método de extracción de mínimos cuadrados no ponderados y un análisis factorial confirmatorio a través de un método de extracción de máxima verosimilitud. Los análisis arrojaron adecuados índices de validez y confiabilidad para las dos escalas (Grit-O y Grit-S) —siendo Grit-S la que presentó mejores índices de ajuste—, y la distribución de ítems por factor de la escala coincidió con la validación original. Sin embargo, los dos factores —perseverancia en el esfuerzo y consistencia en el interés— no se agruparon bajo el constructo grit. En el segundo estudio (n = 89) se observó la relación existente entre la puntuación obtenida en la escala Grit-S y diferentes indicadores de desempeño académico —promedio, número de materias perdidas, entre otros—. Para esto, se realizó un análisis de correlación y de regresión lineal múltiple, tras lo cual se encontraron correlaciones moderadas entre el puntaje total de la escala Grit-S y sus dos componentes con las medidas de desempeño académico. En el análisis de regresión se encontró que el puntaje total de la escala es mejor predictor del desempeño académico (.016**) que el puntaje de cada uno de los componentes de la escala por separado. Al final, en la discusión se comparan los hallazgos con validaciones realizadas en otros países y se dan algunas recomendaciones respecto al uso de la escala.

Die Rolle von Beharrlichkeit und beständigem Interesse (Grit) für das Lernen in berufsbildenden Schulen

Zusammenfassung. In den letzten 10 Jahren wurden Beharrlichkeit und beständiges Interesse (Grit) verstärkt als zentrale, motivationale und volitionale Prädiktoren der akademischen Leistung propagiert und kritisch diskutiert. Wurde anfangs primär der direkte Zusammenhang untersucht, versuchen aktuellere Studien das komplexe Wirkungsgefüge von Grit im Verein mit anderen motivationalen Lernmerkmalen zu entwirren. Dennoch sind Studien zu indirekten Effekten von Grit auf Schülerleistungen rar. An einer Stichprobe von 393 Schülerinnen und Schülern kaufmännischer Schulen aus Österreich wurde geprüft, inwiefern individuelle Voraussetzungen erfolgreichen Lernens den positiven Zusammenhang zwischen den Grit-Dimensionen Beharrlichkeit und beständigem Interesse und der Schülerleistung mediieren. Befunde zeigen, dass insbesondere die Beharrlichkeit indirekt über das Vorwissen, das akademische Selbstkonzept, das Lernengagement und den Einsatz kognitiver Lernstrategien mit den Schülerleistungen zusammenhängt. Zudem wird der positive Zusammenhang zwischen beständigem Interesse und höheren Schülerleistungen über die Freiheit von Prüfungsangst vermittelt. Da die direkten Zusammenhänge zwischen Beharrlichkeit und den Schülerleistungen meist nur partiell mediiert werden, und Beharrlichkeit mit nahezu allen untersuchten individuellen Voraussetzungen erfolgreichen Lernens positiv assoziiert ist, kann für das Lernen im kaufmännischen Unterricht behauptet werden, dass Beharrlichkeit ein zentrales Konstrukt mit hohen Effekten – ähnlich dem akademischen Selbstkonzept und dem Lernengagement – darstellt. Dieser Befund wird vor dem Hintergrund der Grenzen der Studie kritisch diskutiert.

Big Five personality traits and academic performance: A meta-analysis

OBJECTIVE AND METHOD

This meta-analysis reports the most comprehensive assessment to date of the strength of the relationships between the Big Five personality traits and academic performance by synthesizing 267 independent samples (N = 413,074) in 228 unique studies. It also examined the incremental validity of personality traits above and beyond cognitive ability in predicting academic performance.

RESULTS

The combined effect of cognitive ability and personality traits explained 27.8% of the variance in academic performance. Cognitive ability was the most important predictor with a relative importance of 64%. Conscientiousness emerged as a strong and robust predictor of performance, even when controlling for cognitive ability, and accounted for 28% of the explained variance in academic performance. A significant moderating effect of education level was observed. The relationship of academic performance with openness, extraversion, and agreeableness demonstrated significantly larger effect sizes at the elementary/middle school level compared to the subsequent levels. Openness, despite its weak overall relative importance, was found to be an important determinant of student performance in the early years of school.

CONCLUSION

These findings reaffirm the critical role of personality traits in explaining academic performance through the most comprehensive assessment yet of these relationships.

The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data

BACKGROUND

Students with low socio-economic status (SES) are typically depicted as low performers and more likely to fail in school. However, a group of students, despite their background, manage to succeed in school. The capacity to overcome adversities and achieve successful educational outcomes is referred to as Academic Resilience. Research on the relationship between personality traits and academic performance shows that conscientiousness is a crucial factor in predicting academic success and resilience. However, it has also been shown that achievement is a result of an interaction between conscientiousness and students' interest in the subject.

AIMS

The study aims to investigate how students' school-related perseverance and interest predict academic achievement among resilient and non-resilient pupils over time in the Swedish compulsory school setting.

SAMPLE

Study subjects were a subset (N = 1,665) of the sampled compulsory school students from the 1992 birth cohort in the evaluation through follow-up (ETF) database.

METHODS

Multigroup structural equation modelling (SEM) with latent variable interaction was used. Measurement invariance was tested to examine the comparability of the constructs across groups.

RESULTS

The results suggest that resilient students rely heavily on both perseverance of effort and interest in school subjects to succeed in their education. For the non-resilient group, the later perseverance level was conditioned on the level of the interest, and neither their early nor later grade interest was related to their achievement.

CONCLUSIONS

The academically resilient students displayed more consistency in interest and perseverance over time, which might explain their relative success compared to the non-resilient group.