Unpacking grit: Motivational correlates of perseverance and passion for long-term goals

Psychological endurance: how grit, resilience, and related factors contribute to sustained effort despite adversity

Many concepts describe how individuals sustain effort despite challenging circumstances. For example, scholars and practitioners may incorporate discussions of grit, hardiness, self-control, and resilience into their ideas of performance under adversity. Although there are nuanced points underlying each construct capable of generating empirically sound propositions, the shared attributes make them difficult to differentiate. As a result, substantial confusion arises when debating how these related factors concomitantly contribute to success, especially when practitioners attempt to communicate these ideas in applied settings. The model proposed here-psychological endurance-is a unified theory to explore how multiple concepts contribute to sustained goal-directed behaviors and individual success. Central to this model is the metaphor of a psychological battery, which potentiates and sustains optimal performance despite adversity. Grit and hardiness are associated with the maximum charge of the psychological battery, or how long an individual could sustain effort. Self-control modulates energy management that augments effort required to sustain endurance, whereas resilience represents the ability to recharge. These factors are constrained by both psychological and physiological stressors in the environment that drain the psychology battery. Taken together, these ideas form a novel framework to discuss related psychological concepts, and ideally, optimize intervention to enhance psychological endurance.

Neural basis responsible for effect of grit on procrastination: The interaction between the self-regulation and motivation neural pathways

Procrastination has a detrimental impact on academic performance, health, and subjective well-being. Previous studies indicated that grit was negatively related to procrastination. However, the underlying neural basis of this relationship remains unclear. To address this issue, we utilized voxel-based morphometry (VBM) and resting-state functional connectivity (RSFC) analysis to identify the neural substrates of how is grit linked to procrastination. Behavioral results showed that procrastination was negatively associated with grit. VBM analysis revealed that gray matter volume (GMV) in the left precuneus was positively associated with the consistency of interest (CI), a subcomponent of grit, while the right medial orbital frontal cortex (mOFC) was positively correlated with the perseverance of effort (PE), another subcomponent of grit. Moreover, the RSFC analysis indicated that both precuneus-medial superior frontal gyrus (mSFG) and precuneus-insula connectivity were positively related to CI, while the functional coupling of right mOFC with left anterior cingulate cortex (ACC) was positively related to PE. Importantly, the structural equation modeling (SEM) results were well suited for the influence of grit on procrastination via both self-regulation (mOFC-ACC) and motivation pathways (precuneus-mSFG, precuneus-insula). Together, these findings imply that self-regulation and motivation could be two neural circuits underlying the impact of grit on procrastination.

Longitudinal Relationship between L2 Grit and Motivational Regulation Strategy in University Second Language Learning: An Autoregressive Cross-lagged Model Study

Despite the significance of grit and motivational regulation strategies (MRS) to language learning, limited research has been conducted on their longitudinal interplay. The present study explores the relationship between these two constructs in an English as a second language (L2) learning context through a longitudinal design. This study utilizes repeated measures of L2 grit and MRS at two time points (T1 and T2) to investigate the direction of influence between them and proposes and evaluates four models: an autoregressive model, two unidirectional models, and a bidirectional model. Using questionnaire data from 205 Chinese university students to evaluate the models, results from model assessment revealed that L2 grit at T1 positively predicted L2 grit at T2 and that MRS at T1 positively predicted MRS at T2. While L2 grit showed stability, MRS developed over time. The unidirectional model with L2 grit at T1 as a predictor of MRS at T2 was identified as the model of best fit, indicating that L2 grit at an earlier time unidirectionally influenced MRS at a later time. Based on these findings, we conclude that there is a unidirectional influence between L2 grit and MRS: the former plays an influential role in shaping MRS in L2 learning over time. Implications and recommendations for future research are discussed. This study contributes to a deeper understanding of the dynamics between the two constructs, which in turn impacts language learning persistence and success, offering valuable insights for educators, policymakers, and researchers striving to optimize language learning environments and interventions.

General versus domain-specific grit in the work context

Researchers have questioned whether grit should be conceptualized and measured as a global (i.e., domain-general) or domain-specific construct. Although evidence is beginning to appear that grit in educational and sport contexts may be measured as domain-specific, it has not yet been explored in the organizational context. The objective of this research was to study the psychometric properties of grit as domain-specific for subsequently analyzing if such domain-specific grit (labor grit) improves the predictive validity of different organizational results. A sample of 326 active workers was used (Myears = 37.52; SD = 9.85). Their grit levels in the general domain and specific domain were evaluated, as well as their main personality traits and other organizational results such as work engagement and work performance. The grit instrument as domain-specific showed excellent reliability (ω = 0.92), and the unidimensionality of the instrument was confirmed. The results point to the fact that giving an organizational connotation to the grit items does not improve the predictability of the results. However, labor grit adds incremental validity over personality traits and work engagement to predict task and contextual performance (Δr2 = 0.13), but not to predict counterproductive behavior.

Persistence as a mediator between motivation and performance accomplishment among medical students: a mixed method approach

This study examined the relationship between motivation, performance accomplishment, and persistence as a mediator among medical students. Quantitative and qualitative data were collected through a two-stage sequential design to investigate the hypothesised model. A sample of 645 medical undergraduates participated in the quantitative stage, responding to an electronically structured questionnaire. Confirmatory factor analysis and structural equation modelling were utilised to analyse the data and assess the fit of the conceptual model. In the qualitative stage, semi-structured interviews were conducted with a purposeful sample of twelve medical students, and thematic analysis was employed to explore the qualitative findings. The results indicated a well-fitting model, with significant positive relationships observed among motivation, persistence, and performance accomplishment. Notably, including persistence as a mediator reinforced the relationship between motivation and performance achievement. The qualitative data supported and further emphasised the importance of persistence in the medical student population. The findings have practical implications for medical students, educators, and universities, highlighting the significance of promoting and enhancing learners' persistence. Suggestions for future research include developing additional statistical models, conducting experimental studies, and undertaking longitudinal investigations. By expanding the understanding of the relationships between motivation, persistence, and performance accomplishment, future studies can contribute to developing effective interventions and strategies to support medical students in their educational journey.

Stories of Hope: Young People's Personal Narratives About ADHD Put Into Context of Positive Aspects

There is a growing acceptance that ADHD is a multi-dimensional disorder in which not all symptoms are associated with deficits or functional impairments. This article contributes to research on the positive aspects of the diagnosis, specifically understanding the positive aspects of living with ADHD. The empirical data was based on individual interviews and self-narratives of 10 young adults with ADHD. Narrative analysis was implemented when investigating their stories. The findings showed that challenges with the diagnosis were not necessarily stably occupied, and for some, the diagnosis was thought of as a benefit and something they would not have been without. Four stories highlighted particularly the context of positive aspects: (1) insight and strategies, (2) targeted efforts, (3) balanced energy, and (4) social skills. These aspects were correlated to both the individual's strengths as well as the strengths and support that could be related to their societal and cultural environment.

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.

Future time perspective and study engagement among middle school students: A moderated mediation model

To examine the effect of future time perspective on middle school students' study engagement and explore the mediating role of motivation internalization and the moderating role of grit, we conducted a study in several middle schools. Six hundred sixty-four middle school students completed our measures. Results indicated that future time perspective positively predicted study engagement, and motivation internalization mediated the relationship between future time perspective and study engagement. It is also indicated that grit played a significant moderating role between motivation internalization and study engagement, with the effect of motivation internalization being stronger for low-grit students compared to high-grit students. These findings shed light on how to increase study engagement among middle school students.

Motivating online language learning: exploring ideal L2 self, grit, and self-efficacy in relation to student satisfaction

Introduction

This study delves into the intricate network of motivational factors that influence online learning satisfaction among intermediate-level English as a Foreign Language (EFL) students in mainland China.

Methods

A diverse sample of 496 EFL students participated in this research. Structural Equation Modeling was employed as the analytical method.

Results

The results of the study reveal significant and positive relationships between ideal L2 self and L2 grit with online learning satisfaction. Additionally, online learning self-efficacy emerged as a crucial mediator between ideal L2 self and online learning satisfaction, as well as between L2 grit and online learning satisfaction.

Discussion

These findings provide valuable insights into the motivational dynamics within online language learning contexts. They offer practical implications for educators and instructional designers seeking to enhance students' online learning experiences.

The impact of perceived school climate on exercise behavior engagement among obese adolescents: a dual mediation effect test of exercise benefits and perseverance qualities

Introduction

This study explores the relationship between perceived school climate and exercise behavior among obese adolescents, as well as the multiple mediating effects of perseverance qualities and exercise benefits.

Methods

A survey was conducted on 586 obese adolescents in Beijing, with an age range of 13-18 years old and an average age of 15.40 ± 1.824, among who 337 were male, 249 were female, 303 were high school students and 238 were middle school students. A standard scale was used to evaluate perceived school climate, exercise benefits, perseverance qualities, and exercise behaviors. The data was analyzed by independent samples t-test, bivariate correlation analysis, descriptive statistical analysis, and structural equation model (SEM).

Results

(1) Perceived school climate among obese adolescents positively predicted exercise behavior (Z = 2.870, p < 0.01), perseverance qualities (Z = 3.107, p < 0.01) and exercise benefits (Z = 4.290, p < 0.001); perseverance qualities positively predicted exercise behavior in obese adolescents (Z = 4.431, p < 0.001); exercise benefits positively predicted the obese adolescents' exercise behavior (Z = 4.267, p < 0.001). (2) Perseverance qualities (Z = 2.282, 95% CI [0.032, 0.191], [0.028, 0.179]) and exercise benefits (Z = 2.518, 95% CI [0.060, 0.287], [0.053, 0.271]) play a mediating role in the obese adolescents' perceived school climate and exercise behavior, respectively. These two factors have parallel multiple mediating effects between obese adolescents' perceived school climate and exercise behavior, with mediating effects accounting for 16 and 25%, respectively. The mediating effect of exercise benefits is greater than that of perseverance qualities. (3) There is no difference in the specific indirect effects of perseverance qualities and exercise benefits (Z = -0.800, 95% CI [- 0.198, 0.064], [-0.190, 0.068]).

Conclusion

Obese adolescents' perception of school climate can effectively enhance their motivation to participate in exercise behavior and indirectly influence exercise behavior through exercise benefits and perseverance qualities, cultivate good physical exercise behavior among obese adolescents, and effectively prevent and intervene in the occurrence of obesity.

The influence of social withdrawal and depression on the self-esteem of female adolescents: The mediating effect of grit

Previous studies have shown that female adolescents are at a higher risk of low self-esteem than male adolescents, and self-esteem in adolescents is critical for academic performance, adult health, and economic status. Depression, social withdrawal, and grit are predicted to be internal factors that affect self-esteem, and an integrated exploration of the relationship between them is required for a proper approach to enhance self-esteem in female adolescents. Therefore, this study investigated the influence of social withdrawal and depression on self-esteem among female adolescents and explored the mediating effect of grit on self-esteem. Data collected from 1,106 girls in the third year of middle school of the third-year survey (2020) of the Korean Children and Youth Panel Survey 2018 were analyzed in this study. For data analysis, partial least square-structural equation modeling was performed using SmartPLS 3.0. Social withdrawal was negatively related to grit, but not related to self-esteem. Depression was negatively related to grit and self-esteem. Grit was positively related to self-esteem. In addition, grit showed mediating effects in the associations between social withdrawal and self-esteem, and between depression and self-esteem in female adolescents. In conclusion, in female adolescents, the mediating effects of grit attenuated the negative effects of social withdrawal and depression on self-esteem. To enhance self-esteem in female adolescents, it is important to develop and implement strategies to strengthen grit and control negative emotional states, such as depression.

The Cognitive Control Model of Work-related Flow

Although several models of flow have been proposed that include environmental and trait-based antecedents of the state, elements of cognitive control that enable workers to experience flow and its subsequent outcomes at work have largely been overlooked. This research proposes and provides empirical support for the "Cognitive Control Model of Work-related Flow," which integrates antecedents of flow at work related to the ability to focus concentration of cognitive resources toward experiencing flow at work. Along with flow at work, the model includes the antecedents of grit, flow metacognition, and mindfulness at work and the outcomes of work performance, engagement, and burnout. Findings across three studies (a cross-sectional, a time-lagged, and a one-day experience sampling method study) utilizing MTurk participants provided support for the model, as grit, mindfulness, and flow metacognition predicted flow, and flow predicted subjective performance, engagement, and burnout. Theoretical implications and the potential for developing flow interventions at work are discussed.

A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers

Introduction

This study aimed to investigate the relationship among teacher enthusiasm and teacher self-efficacy, grit, and teacher psychological well-being among Chinese English as a foreign language (EFL) teachers.

Methods

A sample of 553 Chinese EFL teachers completed self-report measures of teacher enthusiasm, teacher self-efficacy, grit, and teacher psychological well-being. Confirmatory factor analysis was used to confirm the validity of the scales, and structural equation modeling was used to test the hypothesized model.

Results

The results indicated that teacher self-efficacy and grit were positively associated with teacher psychological well-being, providing support for the importance of these teacher characteristics in promoting teacher well-being. Furthermore, teacher enthusiasm was found to have an indirect effect on teacher psychological well-being through the mediation of teacher grit, providing evidence for the importance of teacher motivation and engagement in promoting teacher well-being. The partial mediation model was found to be the best fitting model.

Discussion

These findings have important implications for the development of interventions and programs aimed at promoting teacher well-being in the context of EFL teaching.

What Drives Daily Perseverance and Passion? Grit, Conscientiousness, and Goal Pursuit Experiences

Two studies were conducted to further the understanding of daily experiences of perseverance and passion and the influences of personality traits (e.g., grit and conscientiousness) and contextual factors. Study 1 applied the experience sampling method (n = 116; observations = 5,187) and found that perseverance of effort (PE) predicted passion when controlling for conscientiousness. Study 2 used the day reconstruction method (n = 468; observations = 1,872) and found that both PE and consistency of interest (CI) had effects, although CI was a stronger predictor than PE. In both studies, PE was moderated only by instrumentality of the activity, whereas CI was moderated only by perceived difficulty. We also found mediating effects of instrumentality, (lower) perceived difficulty, and (fewer) intrusive thoughts on the pathways between traits and perseverance and passion. These results deepen our knowledge on why and how perseverance-related traits impact daily experiences of perseverance and passion.

The subjective career success of women: The role of personal resources

Introduction

Research on women’s career success has been the subject of extensive investigations, emphasizing the barriers they encounter in their careers. However, far less attention has been given to the personal resources that promote women’s career success. The purpose of our study was to provide more conclusive evidence regarding the role that personal resources such as resilience and grit can play in the relationship between women’s person-environment fit and the perceptions of their career success. Underpinned by the Job Demands Resources and social cognitive theory, our study aims to investigate whether resilience and grit could either explain how person-environment fit translates into feelings of subjective career success or could strengthen this relationship.

Method

A cross-sectional online survey research design was used, and a convenience sample of 408 female employees was obtained. Relationships were explored through structural equation modelling.

Results

When controlling for age, the findings of this study revealed significantly positive relationships between the constructs, with person-environment fit, resilience, and grit, explaining a large portion of the variance in subjective career success. Although our data supported the mediating role of grit and resilience in the person-environment fit and subjective career success relationship, the moderating effects of grit and resilience could not be established.

Discussion

These findings illustrate both grit and resilience as mechanisms that indirectly affect the person-environment fit and subjective career success relationship of women. However, our findings indicate that resilience and grit cannot be considered mechanisms that would buffer against poor person-environment fit’s effect on their career success perceptions. Firstly, our study advances our understanding of the roles personal resources such as resilience and grit play in women’s career success as ways to overcome obstacles and workplace barriers. Secondly, using the motivational process of the Job Demands Resources Framework as theoretical background, we contribute by shedding light on how personal resources (resilience and grit) can be considered underlying factors influencing the person-environment fit and career success relationship for women. If women experience good person-environment fit, there is a greater opportunity for developing resilience and grit and, consequently, subjective career success.

Understanding employee creativity from the perspectives of grit, work engagement, person organization fit, and feedback

Purpose

Drawing on the growing emphasis in the literature on the importance of creativity in the workplace, the present study examines the effect of personal and organizational level factors that influences employee creativity. Precisely, we examine how grit, work engagement, person-organization fit, and feedback influence creativity in the workplace.

Design/methodology/approach

We sampled data from 422 research assistants who are professional workers at top-notch Universities in China. They were recruited to participate in the survey through an online medium known as WeChat. We empirically tested the effect of grit, work engagement, person-organization fit, and feedback on employee creativity. These hypotheses were supported by confirmatory and exploratory factor analysis, and path analysis.

Findings

The results show that work engagement strengthens the relationship between grit and creativity. In addition, the results proved that person-organization fit positively moderates the link between grit and work engagement. Feedback also had a positive mediating effect on the link between work engagement and creativity.

Practical implications

Based on the appropriateness of an individual work environment, a gritty person will likely become engaged and creative with task execution. Consequently, a person's organizational fit will strongly interact with grit, work engagement, and creativity.

Originality/value

We shed light on the blended value of personal and organizational-level factors that positively affect creativity in the workplace. Specifically, grit being both a personal and organizational factor influences employee creativity via work engagement. This research explored the effect of work engagement as a mechanism that serves as a motivational feature enhancing creativity. We also simultaneously identify the moderation conditions of person-organization fit and feedback. The theoretical and practical implications of the findings are discussed in detail. The study makes a theoretical contribution through its assessment of the impact of grit on employee creativity. The trait activation theory portrays how grit can be expressed through feedback and person-organization fit. In terms of practice, grit can be an important consideration in hiring decisions, and feedback should be given to make the workplace more creative.

Grit is associated with psychological health among older sexual minority men

Objectives: Studies have shown that grit-defined as perseverance and passion for achieving one's long-term goals-is associated with improved health outcomes, including lower levels of psychological distress. However, the psychometric properties of the original Grit Scale (Grit-O Scale) has not been validated among sexual minority men (SMM). The present study aimed to validate the Grit-O Scale among a sample of older SMM and assess the relationships between the Grit-O Scale factors and symptoms of psychological distress.Method: We used data from a single visit of participants in the Multicenter AIDS Cohort Study (MACS) Healthy Aging longitudinal study. The sample included 981 older SMM (mean age = 61, SD = 8.5) with and without HIV. We conducted confirmatory factor analysis (CFA) to identify the two factors of the Grit-O Scale: consistency of interest and perseverance of effort. We also conducted a latent profile analysis (LPA) to identify distinct profiles of psychological distress from self-reported scales of depression, anxiety, and perceived stress.Results:The Grit-O Scale showed acceptable reliability estimates for the items with Cronbach's alpha reliability coefficients ranging from 0.77 to 0.82. The CFA identified the two factors of the Grit-O Scale with acceptable model fit (root mean square error of approximation = 0.058 [95% CI = 0.050, 0.067], comparative fit index = 0.95, Tucker-Lewis Index = 0.93, standardized root mean square residual = 0.07). The LPA yielded three mutually exclusive profiles of psychological distress (profile 1: low stress, anxiety, and depression; profile 2: high stress and depression and low anxiety; and profile 3: high stress, anxiety, and depression). In adjusted multinominal logistic regression analysis, we found that both higher levels of consistency of interest and perseverance of effort factors of the Grit-O Scale were significantly associated with decreased odds of being in profiles 2 and 3 compared with being in profile 1.Conclusion: Our findings support the use of the Grit-O Scale among older SMM. Grit factors could explain variability in the negative psychological symptoms among older SMM and warrant further investigation.Supplemental data for this article is available online at http://dx.doi.org/10.1080/13607863.2022.2032594.

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.

Place of residence and coach-athlete relationship predict drop-out from competitive cross-country skiing

The current study investigated whether factors such as living residence, the coach-athlete working alliance, goal orientation, and intrinsic motivation could explain drop-out, and whether these factors differed between athletes included in the elite- vs. general sport programs during high school years. In total 257 cross-country skiers, graduated from three different Norwegian Top Sport schools during the period from 2015 to 2019, were recruited to retrospectively investigate their experiences related to the time period when they participated in programs for cross-country skiing at high school. In total 116 of these athletes completed an online survey including validated and standardized instruments for the assessment of the coach-athlete working alliance (CAWAI), goal orientation (GO), perceived satisfaction with their performances (PAP) and intrinsic motivation (IM). The results showed that 84% of the athletes had dropped out from cross-country skiing, while 16% were still active. The highest ranked fixed statements of causes for drop-out was "a natural choice" (3.79 ± 1.11), "priority of education or work" (3.61 ± 1.30), "lack of motivation" (3.49 ± 1.28), "negative performance development" (3.46 ± 1.18), and "challenges with health" (3.25 ± 1.54). There were significant differences between active and drop-out in scores for reciprocity between the coaches' and the athletes' perceptions of goals (CAWAI-goal; 5.87 ± .98 vs. 5.07 ± 1.15; p = .004), the coach-athlete relationship bond (CAWAI-bond; 6.08 ± .91 vs. 5.07 ± 1.38; p = .001), and tasks chosen to reach the defined goals (CAWAI-task; 5.61 ± .92 vs. 4.90 ± 1.09; p = .006). Furthermore, active athletes had higher mastery orientation (22.11 ± 2.88 vs. 20.00 ± 3.74; p = .010). A hierarchical binary logistic regression analysis showed that place of residence and the coach-athlete working alliance were significant predictors of drop-out while mastery and performance goal orientation or intrinsic motivation were not significant. All five predictors explained 23% of the variability in drop out from cross-country skiing. Overall, 58% and 42% of the athletes participated in the elite and general programs for cross-country skiing during high school, respectively. The athletes that took part in the elite programs reported significantly stronger coach-athlete working alliances (CAWAI-sum; 14.46±3.10 vs. 14.28±3.37; p = .000), higher mastery orientation (21.19±3.50 vs. 19.36±3.66; p = .008), and performance satisfaction (PAP; 19.17±5.98 vs. 15.69±5.19; p = .001) compared to the athletes attending general programs. The results are discussed in terms of existing knowledge on how place of residence, the coach-athlete working alliance, goal orientation, performances, and motivation might impact drop-out in cross-country skiing.

"I Refuse to Wear a Mask!" Examining the Relationship Between Grit and Preventative Behaviors and Well-Being: Mediating Role of Motivation

Despite government mandates to wear face masks in some public locations, why do some people still refuse to wear a face mask in public? This paper examines the relationship between grit, COVID-19 preventative health measure, and distress. Further, the mediating role of COVID-19 autonomous and controlled motivation is also investigated. The results suggest that grit is directly related to decreased distress and increased preventative behaviors. COVID-19 autonomous and controlled motivated mediated the relationship between grit, distress and preventive behaviors, such that COVID-19 autonomous motivation mediated the association between grit and preventive behaviors; while COVID-19 controlled motivation mediated the relationship between grit and psychological distress. These findings suggest that grit can be an important growth mindset in increasing preventative behaviors and individual well-being during the pandemic. Implications for human resource managers in attempting to help employees cope effectively during the pandemic are discussed.

First few seconds for flow: A comprehensive proposal of the neurobiology and neurodynamics of state onset

Flow is a cognitive state that manifests when there is complete attentional absorption while performing a task. Flow occurs when certain internal as well as external conditions are present, including intense concentration, a sense of control, feedback, and a balance between the challenge of the task and the relevant skillset. Phenomenologically, flow is accompanied by a loss of self-consciousness, seamless integration of action and awareness, and acute changes in time perception. Research has begun to uncover some of the neurophysiological correlates of flow, as well as some of the state's neuromodulatory processes. We comprehensively review this work and consider the neurodynamics of the onset of the state, considering large-scale brain networks, as well as dopaminergic, noradrenergic, and endocannabinoid systems. To accomplish this, we outline an evidence-based hypothetical situation, and consider the flow state in a broader context including other profound alterations in consciousness, such as the psychedelic state and the state of traumatic stress that can induce PTSD. We present a broad theoretical framework which may motivate future testable hypotheses.

Association of grit and overall survival in patients undergoing nephrectomy for renal cell carcinoma

Background

Quantifying grit with the Short Grit Scale (Grit-S) has shown ability to predict success in various academic and professional domains. Grit has yet to be analyzed in patients with cancer.

Methods

This study is a longitudinal analysis of prospectively distributed Grit-S surveys to patients undergoing radical or partial nephrectomy. Patients who completed a preoperative Grit-S survey with confirmed renal cell carcinoma (RCC) were included in the analysis. The relationship between preoperative grit scores and overall survival (OS) was determined using Cox proportional-hazard models and Kaplan-Meier analysis.

Results

A total of 323 patients with RCC that completed the Grit-S survey prior to nephrectomy were included in the study. Median Grit score was 3.9. Most patients were male (67.5%), White (69.3%), and greater than 60 years old (57.0%) with a median age of 62 at the time of surgery. Patients scoring above or below the median grit score had similar baseline characteristics. As a binary variable, lower preoperative grit was significantly associated with shorter OS [hazard ratio (HR) =2.02, 95% confidence interval (CI): 1.12-3.63, P=0.019] on multivariable analysis. Unit changes in grit were not significantly associated with OS (HR =0.77, 95% CI: 0.53-1.14, P=0.193).

Conclusions

Lower grit scores may predict decreased OS in RCC patients undergoing nephrectomy. The Grit-S survey may have utility in preoperative evaluation. Further research assessing grit in other malignancies and how to psychologically optimize patients prior to surgery are needed.

Social relationships and grit in English as a foreign language learning among high school students: A three-wave longitudinal study

This study examined the longitudinal reciprocal relations between students' grit and their perceptions of social relationships (teacher-student and peer relationships) in studying English as a foreign language (EFL). A total of 2,435 students from Grades 10-11 in China (Mage = 16.40 years old, 54.2% female) participated in the study on three occasions across 1 year. The three-wave cross-lagged analytic model results indicated that (a) peer relationship and grit reciprocally enhanced each other across both intervals; (b) the teacher-student relationship at Time 2 was influenced by Time 1 grit, but not vice versa. Nevertheless, the teacher-student relationship transactionally facilitated each other during the second interval (from Time 2 to Time 3). The multiple-group confirmatory factor analysis (MG-CFA) results indicated that such relations remained stable across gender. The study's findings contribute to ongoing research delineating the dynamic system between social relationships and grit in EFL learning. It also reveals that males and females benefit similarly during social communications with peers and their English language teachers. Implications for educational practices were discussed.

Playing for Resilience in a Pandemic; Exploring the Role of an Online Board Game in Recognising Resources

In the current climate of Covid-19 and world-wide social distancing, the mental health toll has been widely reported, with an expectation that the negative impact will last beyond the lockdowns. Facing the prospect of an unknown future and continuing challenges, resilience is both topical and necessary. With a call for digitally delivered interventions to help people affected by the pandemic, this study explores how playing an online positive psychology-informed board game supported people to recognise resources for resilience. Sixteen multi-national participants played in groups of 3-4 and qualitative data, collected via focus groups, was analysed using Thematic Analysis. Participants described a broadening of resources, primarily through reflecting on and remembering prior strategies and successes. Four themes are identified which, it is suggested, facilitated this in a sequential, upward spiral; the game mechanisms (release), psychological safety (reflect), meaningful conversations (remember) and anchoring of prior experiences (reuse). Critically, this study suggests that psychological safety may have been amplified by the online environment, which participants suggested enabled them to engage without interruption or inhibition. Additionally, whilst not part of the original intervention, the post-game reflection played an essential role in meaning-making and transferring learning into real-life. Future research into how online environments might not just facilitate but augment interventions is recommended. Finally, this study calls for further research into the impact of playful positive psychology interventions, suggesting a potential development of 'serious play' towards 'seriously positive play'.

Person-environment fit and task performance: exploring the role(s) of grit as a personal resource

The Job Demands-Resources Framework (JDR) has established job- and personal resources as essential elements motivating people to perform. Whilst the purpose of job resources in this motivational process is well established, the role of personal resources is still quite ambiguous. Within the JDR framework, personal resources could (a) directly affect performance, (b) indirectly affect the relationship between a job resource and a performance outcome and (c) moderate the job resource-performance relationship. Grit has recently emerged as a promising personal resource as it could potentially act as a direct antecedent-, mediator and moderator within the motivational process of the JDR. To further the debate on the role of personal resources, this paper explores the function of grit (as a personal resource) within the person-environment fit (job resource) and task performance relationship. Specifically, the aim is to determine if grit directly or indirectly affects the relationship between person-environment fit and task performance. Finally, it aims to investigate whether grit moderates this relationship. Data were collected from 310 working adults through electronic surveys, and the relationships were explored through structural equation modelling. When controlling for age and gender, the results showed a positive association between person-environment fit, grit and task performance. Further, grit was also found to indirectly affect the relationship between the person-environment fit and task performance. However, no moderating effect could be established. This signifies the importance of grit as a psychological process, rather than a buffering element that may explain how person-environment fit affects performance outcomes.

On what motivates us: a detailed review of intrinsic v. extrinsic motivation

Motivational processes underlie behaviors that enrich the human experience, and impairments in motivation are commonly observed in psychiatric illness. While motivated behavior is often examined with respect to extrinsic reinforcers, not all actions are driven by reactions to external stimuli; some are driven by 'intrinsic' motivation. Intrinsically motivated behaviors are computationally similar to extrinsically motivated behaviors, in that they strive to maximize reward value and minimize punishment. However, our understanding of the neurocognitive mechanisms that underlie intrinsically motivated behavior remains limited. Dysfunction in intrinsic motivation represents an important trans-diagnostic facet of psychiatric symptomology, but due to a lack of clear consensus, the contribution of intrinsic motivation to psychopathology remains poorly understood. This review aims to provide an overview of the conceptualization, measurement, and neurobiology of intrinsic motivation, providing a framework for understanding its potential contributions to psychopathology and its treatment. Distinctions between intrinsic and extrinsic motivation are discussed, including divergence in the types of associated rewards or outcomes that drive behavioral action and choice. A useful framework for understanding intrinsic motivation, and thus separating it from extrinsic motivation, is developed and suggestions for optimization of paradigms to measure intrinsic motivation are proposed.

Grit and Resilience as Predictors of Creativity Among Chinese English as a Foreign Language Teachers

Teachers have been viewed for many years as one of the most effective factors with an important role in academic and learning settings. Numerous studies have been carried out on teachers and their performances in the classroom. Feelings are one of the pillars of all humans which can have a crucial function in offering academia that can impact all domains of learning. Creativity is one of the subcategories of feelings that is worthy to people and the community. Nonetheless, as a significant mental attribute, it has not been attended to enough by experts in language teaching until now. Some factors that seem concerning creativity are grit and resilience, the grit has a basic function in the educational and teaching cycle because gritty educators are more inspired to handle difficulties in hard situations. Moreover, to beware of these difficulties as a response to unprecedented situations, a similar intellectual concept rises in positive psychology known as resilience, which explains the persistence and highlights individuals' skills. Therefore, the present study delineates the relationship of these notions with language teachers' creativity. To this end, through convenient sampling 264 male and female Chinese EFL teachers took part in the present study, and their creativity, grit, and resilience were scrutinized by filling out the related questionnaires. The results through correlation coefficients indicated that creativity was negatively but significantly related to grit, but it was positively and significantly related to resilience. The results of the multiple regression showed that both grit and resilience could significantly predict creativity although grit is a better predictor of creativity. Some educational implications of the research about the outcomes of the research under academic circumstances are suggested.

The Role of Teachers’ Grit and Motivation in Self-Directed Professional Development

Through English language teaching (ELT), educator professional development is an interesting and significant subject due to the fact it is in the interest of the educators’ career to make sure that its participants perform consistently with the highest degrees of agreed criteria. Correspondingly, educators mostly state a willingness to enhance their own education that allows them to enhance learners’ knowledge and consistent with the advent of the information-based community, the self-directed learning is vital for the employees. The self-directed professional development (PD) method is considered one option to improve vocational educators’ skills to improve their professionalism, learning development, and school development. Within the learning procedure, self-directed PD has used the rules of learning that are covered within the rules of individual teaching and the mental traits and ideas including motivation and grit that could have a mediating function in this area. Grit is critical within English language educator PD and improving it within educator PD means modeling it as a determinant of the learners’ success. In addition, comprehending motivation is vital for everybody intending to reduce expenses for PD, motivate employees, or be self-directed in their learning about the job. The purpose of the present literature review is to examine the function of such constructs in self-directed PD which is considered a great dimension of educator quality. Briefly, many applications are suggested for the scholastic beneficiaries.

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.

Grit and Life Satisfaction Among College Students During the Recurrent Outbreak of COVID-19 in China: The Mediating Role of Depression and the Moderating Role of Stressful Life Events

The global recurrent outbreak of COVID-19 has brought immense psychological distress to those affected. We conducted this study to explore the relationship among grit, stressful life events, depression, and life satisfaction in college students during the recurrent outbreak of COVID-19. According to the properties of the bias-corrected bootstrap method, we surveyed 888 college students, with an average age of 20.84 (SD = 1.57) years. Participants completed questionnaires regarding grit, depression, stressful life events, and life satisfaction. The results showed that 1) grit was correlated with life satisfaction (r = 0.426, p < 0.001); 2) depression mediated the relationship between grit and life satisfaction [indirect effect = 0.0292, SE = 0.009, 95% CIboot = (0.135, 0.500)]; 3) The relationship between grit and depression was moderated by stressful life events (β = 0.107, SE = 0.028, p < 0.001, 95% CI [0.053, 0.161]). The association between grit and depression became weaker for college students with high stressful life events. The results indicated that concerned about depression and stressful life events may be the main targets for improving life satisfaction among college students during the recurrent outbreak of COVID-19.

Importance of Perception of Errors and Challenges for Improving Psychological Conditioning: Mediating Effect of Expectancy-Value Using the Phantom Model for Taekwondo Athletes

Maintenance of positive psychological conditioning can be a key factor in eliciting high human performance. In particular, perception of error forms a causal relationship with challenges regarding task performance. Therefore, this study aimed to investigate the mediation effect of expectancy value in the relationship between the perception of error and challenge using the Phantom Model through quantitative research. This study analyzed the causal relationship between perception of error, expectancy value, and challenge in 423 young Taekwondo athletes. Frequency analysis, confirmatory factor analysis, correlation analysis, and structural equation modeling were performed on the collected data using Jamovi 1.0.1 and AMOS 23.0 statistical programs to verify the hypothesis. The challenge demonstrated a significant difference in relation to the perception of error. These results demonstrated that the perception of error not only directly affected one’s challenge but also explained the increased challenge by mediating expectations for success and subjective values. Hence, the positive perception of error increased the athletes’ expectancy value and challenge.

Investigating the Role of English as a Foreign Language Learners' Academic Motivation and Language Mindset in Their Grit: A Theoretical Review

This review made a critical attempt to examine the studies on the role of English as a foreign language (EFL) learners' academic motivation and growth mindsets in their grit. Some investigations have been done on the role of academic motivation in learner grit. However, a significant positive correlation between academic motivation and grit has been approved in related studies. The related literature review justified the results by broaden-and-build and expectancy-value theories. The related literature has shown that grittier learners persist in doing tasks, and developing their intrinsic motivation. Furthermore, the related literature has approved the effect of learners' language mindset on their grit. In other words, learners with a growth mindset are persistent, and they devote their time to their performance. Finally, the pedagogical implications are expanded to promote the quality of language learning. This review also provides some suggestions for further research to illuminate our perspectives over motivation, mindset, and their interactions with each other.

Physical activity always benefits employees, right? Examining the role of physical activity type, grit, stress, and career satisfaction

This study tests whether employee participation in different types of physical activity benefits employees' training stress and career satisfaction perceptions differently and if grit, as a psychological resource, mediates this relationship. In two samples, we assess whether (1) regular physical activity; or (2) exercise to reach a competitive goal have similar associations with employee outcomes. In study 1, we find no relationship between employee engagement in regular physical activity and the outcomes. Moreover, grit's consistency of effort mediates the physical activity – training stress relationship, exacerbating employees' training stress. In study 2, employee exercise reduces career satisfaction and increases training stress. Importantly, grit's perseverance dimension increases their career satisfaction, and the consistency of interest dimension lessens training stress. Thus, we find evidence that employee participation in different types of physical activity leads to divergent outcomes, and that grit as a mediator only benefits employees exercising for a competitive goal.

The Role of Classroom Contexts on Learners' Grit and Foreign Language Anxiety: Online vs. Traditional Learning Environment

This review aimed at exploring the related investigations on the effects of online and traditional learning contexts on English as a foreign language (EFL) learners’ grit and foreign language anxiety (FLA). Studies have verified the relationship between learners’ grit and academic performance in online learning contexts. However, there is a need for studying the effect of face-to-face learning and face-to-screen learning on learners’ grit. On the other hand, studies have shown that classroom context is a mediating variable in the relationship between grit and FLA. Furthermore, few studies have been done on the effect of traditional classroom contexts and online learning contexts on learners’ FLA. Most studies showed that online learning contexts create more FLA. There are some reasons such as ambiguity of contexts, lack of feedback, lack of opportunities for communication, type of employed applications, cognitive load, technophobia, and reduction in enthusiasm which arouse learners’ anxiety in an online learning environment. In the end, the pedagogical implications are expounded to promote the learners’ grit and diminish anxiety for better performance. This review also provides some suggestions for further research to clarify our perspective on positive and negative emotional variables.

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.

The Role of Students' Self-Regulated Learning, Grit, and Resilience in Second Language Learning

It has been established that grit has a fundamental role in the learning and teaching process since gritty learners are more likely to take part in classroom activities and they are also motivated to deal with challenges in difficult circumstances. In addition, to guard against these hardships as well as self-control in responding to unpredicted circumstances, a similar construct arouses in positive psychology called resilience that describes perseverance and emphasizes people's abilities. Besides, language learners' engagement and performance in the foreign or second language classroom can be improved through self-regulated learning (SRL) which is viewed as one of the most inspected issues in learning and psychology. A present review has been conducted to scrutinize the relationship between language learners' SRL and learners' resilience and grit based on their positive theoretical relationship with educational success. Consequently, the issue of educator training and administrative training is illuminated through several aspects.

Quality of Life, Social, and Emotional Aspects of Being Diagnosed With Multiple Sclerosis: What's Grit got to do With it?

The purpose of this study was to determine the extent to which grit influences the quality of life (QOL) in patients diagnosed with multiple sclerosis (MS). Mixed-methods included a survey (n  =  51) via Qualtrics utilizing the Grit Scale, Short Form-36 (SF-36), and general demographic questions and phenomenological interviews (n  =  14). Quantitative data were analyzed using the SPSS25. Qualitative data were analyzed using whole-parts-whole analysis. The average grit score for participants diagnosed with MS was 3.8  ±  0.5. Moderate correlations existed between grit scores and emotional role limitations (r  =  .542, P < .001), emotional well-being (r  =  .542, P < .001), and social functioning (r  =  .448, P < .001). Common themes that emerged from the phase II interviews included (a) an initial shock or relief factor, (b) an identity shift, and (c) advocacy and victories. Higher levels of grit correlate with a better QOL.

Differential Associations between Strategies of Emotion Regulation and Facets of Grit in College Students and Adults

According to socioemotional selectivity theory, motivation influences emotion regulation. Grit is a motivation orientation defined by the passionate pursuit of long-term goals. We conducted two studies to determine the relation between facets of grit and two emotion regulation strategies: cognitive reappraisal and expressive suppression. In Study 1, we examined the relation between these variables in college students (20-24 year olds), and Study 2 focused on community adults (25-72 year olds). Facets of grit were assessed using the Short Grit Scale and habitual use of emotion regulation strategies was assessed using the Emotion Regulation Questionnaire. We combined data from both studies and conducted regression analyses to examine the role of each facet of grit, participant's age, and the interaction between age and facets of grit in the habitual use of either reappraisal or suppression as strategies to regulate emotions. The regression analyses revealed that both facets of grit were positively associated with reappraisal regardless of age. However, the facets of grit differed in their associations with expressive suppression. Grit-Consistency was negatively associated with expressive suppression, regardless of age. But, a significant interaction effect with participant's age emerged for Grit-Perseverance. Specifically, Grit-Perseverance was positively associated with expressive suppression only in individuals below the age of 31. Overall, the data suggest that the relations between facets of grit and habitual use of emotion regulation strategy may vary with age. Additionally, our work indicates adults with high levels of grit may experience healthy emotional functioning, particularly later in adulthood.

Students' Well-Being: The Mediating Roles of Grit and School Connectedness

A remarkable point in previous decades in every aspect of life is well-being which is also effective in academic settings, and it is consistent with positive psychology, in which one can recognize how to make everything pleasing. Moreover, grit is another noteworthy point in the process of learning, which is at the center of researchers’ attention in last years as a result of its long-term eminence. In addition, school connectedness is another important factor that was found to be positively related to students’ well-being. Therefore, the current review endeavors to emphasize the mediating role of these two constructs, grit and school connectedness on students’ well-being. Successively, some implications are proposed for educators, learners, teacher educators, and materials developers.

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.

The Role of Grit on Students' Academic Success in Experiential Learning Context

Students' success as a cognitive issue in learning is prejudiced by proper learning approaches which improve their comprehension and achievement. In an attempt to scrutinize supplementary or alternate variables that envisage students' success, the researcher inspected a non-cognitive factor, namely grit, theorized as passion and perseverance due to its long-term quality, on the one hand, and its popularity among scholars in preceding decades on the other hand. Moreover, experiential learning (EL) is a momentous instructional approach used in the educational process to accelerate "do it and learn." The proposed review aims to gauge the EL approach as well as grit to regulate learners' educational success. Consequently, some pedagogical implications are presented for teachers, students, and syllabus designers.

Exploring the Conceptual Constructs of Learners' Goal Commitment, Grit, and Self-Efficacy

Although learners' success in learning has generally been attributed to cognitive factors, non-cognitive issues in education should be taken into consideration in the process of learning which affects learners' achievement. One of these issues, which become popular among researchers in the previous decade is grit, that is, posited as passion and perseverance thanks to its enduring quality and the other is self-efficacy. Another factor is goal commitment that talks about the way to reach a goal or insistent determinations to achieve a goal. The proposed review attempts to focus on these three factors in regulating students' learning achievement. Accordingly, some educational suggestions are offered for teachers, students, and syllabus designers.

The willing successor: an exploration of grit and situational cues in family firms

Purpose

This conceptual paper explores how the activation of the individual-level trait grit can explain variance in successor willingness to take over leadership of the family firm.

Design/methodology/approach

Drawing from trait activation and situation strength theories, the authors develop a framework to examine the interactions of the two dimensions of grit (passion and perseverance) on the successor's willingness to take control of the family firm.

Findings

The authors identify how the grit dimensions would interact with the situational cues present during the succession process to predict the successor's willingness to take control of the family firm and offer testable propositions to guide future empirical work.

Originality/value

The authors help to address the growing need for additional microfoundational family firm research by drawing insights from organizational behavior theories and personality research and apply them to the family firm succession process.

Electrophysiological Prints of Grit

While scientific interest in understanding the grit trait has grown exponentially in recent years, one important gap in the grit literature relates to its biological and neural substrate. In the present study, we adopted a hypotheses-driven approach in a large sample of young adults (N = 120) with diverse educational backgrounds and work experiences in order to investigate the electrophysiological correlates of grit both during rest and while performing a learning task. Additionally, we selected a measure of impulsiveness to better understand the neural similarities and differences between grit and related self-control constructs. Based on previous work that implicated the prefrontal cortex in grit, we hypothesized that high grit participants would have lower frontal theta/beta ratio (a broadly used index that reflects prefrontally-mediated top-down processes, which might indicate better control over subcortical information). Furthermore, we expected the perseverance of effort facet of grit to be linked to higher complexity during task engagement because previous research has shown complexity indexes (entropy and fractal dimension) to be linked to effort while performing cognitive tasks. Our results revealed that although there were no differences at rest as a function of grit, the participants with high grit and high consistency of interest scores exhibited lower frontal theta/beta ratios during the learning task. This pattern suggests that individual differences in grit might be more evident when top-down control processes are at work. Furthermore, there was a positive association between perseverance of effort and entropy at task, which might indicate more effort and engagement in the task. Finally, no association was found between the neural indexes (frontal theta/beta ratio, entropy, or fractal dimension) and impulsiveness, neither impulsiveness mediated between grit and brain measures. Finally, when controlling for impulsiveness and demographic variables (gender, age, education, and work experience) the effects at the facet level remained statistically significant. While there is still a long way to fully understand the neural mechanisms of grit, the present work constitutes a step toward unveiling the electrophysiological prints of grit.