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.

Grit, academic engagement in math and science, and well-being outcomes in children during the COVID-19 pandemic: A study in Hong Kong and Macau

There is evidence showing that the triarchic model of grit and its dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) predict engagement and well-being outcomes in high school and undergraduate students during the COVID-19 pandemic outbreak. However, there has been limited research on how this model of grit relates to engagement and optimal psychological outcomes in primary school students. This research investigates the association of grit's dimensions with academic engagement in math and science as well as well-being outcomes (i.e., positive emotions, negative emotions, and flourishing) in primary school students. Participants were primary school students (Mage = 10.42; SDage = 1.26) from Hong Kong (n = 279) and Macau (n = 124). Results showed that perseverance of effort positively predicted cognitive and behavioral engagement in math as well as positive emotions even after controlling for demographic covariates (i.e., age, gender, setting, and year level), conscientiousness, and achievement goal orientations. Adaptability to situations positively predicted cognitive and social engagement in math and flourishing. Consistency of interests negatively predicted both cognitive engagement in science and negative emotions. Indeed, this study indicates that perseverance and adaptability may facilitate children's positive academic and psychological functioning during the COVID-19 pandemic outbreak.

Adapt, Explore, or Keep Going? The Role of Adaptability, Curiosity, and Perseverance in a Network of Study-Related Factors and Scholastic Success

Soft skills are the key characteristics for students' success and wellbeing in the 21st century, but they were only rarely studied contemporarily or integrated into comprehensive models of self-regulated learning. This makes it difficult to understand the role that specific skills have above and beyond the others and how they work together to favor students' achievement and life satisfaction. For this reason, in a sample of 585 students (10-18 years old), we applied an exploratory network analysis and studied three crucial soft skills (i.e., adaptability, curiosity, and perseverance) and their contemporary network of inter-relationships with a host of functional study-related factors, including self-regulated learning strategies, motivation, emotions, cognitive abilities, academic achievement, and life and school satisfaction. Results show that the three soft skills play a positive role within the school context through their association with the majority of the study-related factors that mediate their relationships with academic achievement. Importantly, the results differentiated adaptability (which mainly relates with wellbeing and emotional variables), perseverance (which relates with the cognitive and behavioral aspect of learning), and curiosity (which bridges the connection between the other skills and relates with emotional and behavioral variables) in the school context. Overall, these findings contribute to the deepening of the theoretical framework on soft skills and their role as part of a successful learning profile, and inform us about the possible effectiveness of intervention on soft skills for students' achievement and wellbeing.

The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives

Learners’ willingness to communicate in a foreign language is regarded as a critical issue in educational contexts, so the role of emotional factors in learners’ willingness to communicate has drawn the attention of investigators. This review investigated the studies on the relationship between English as a Foreign Language (EFL) learners’ grit, foreign language anxiety, and willingness to communicate. This review showed a significant relationship between learners’ grit and willingness to communicate. The earlier studies showed that gritty learners with incessant inspiring efforts are more likely to communicate in a foreign language. This review also indicated that lower anxious learners tend to have more willingness to communicate. Earlier studies also indicated that the theories, such as broaden-and-build, positive psychology, dynamic system, affective filter, and attentional control can justify the relationships between these constructs. Moreover, the study has some pedagogical implications and suggestions for teachers, learners, syllabus designers, material developers, teacher educators, policy-makers, and advisors. The ideas can improve their awareness of teachers’ willingness to communicate, grit, and foreign language anxiety in educational environments.

Perceived parenting styles, cognitive flexibility, and prosocial behavior in Chinese Youth with an immigrant background: A three-group comparison

Previous research has revealed cross-cultural differences in parenting styles and in how these may relate to adolescents’ prosocial behavior. Nevertheless, little is known about the role of cognitive flexibility – a key component of executive function –and the immigration context in these associations. Using a person-centered approach, the current study aimed to (1) explore perceived parenting profiles among Chinese immigrant-origin youth in Italy in comparison to their nonimmigrant ethnic majority peers in the country of origin (China) and in the country of destination (Italy), and (2) examine the moderating role of cognitive flexibility in the expected parenting-prosocial behavior link in the three cultural groups. Participants (N = 444; M (Age) = 11.88 years; SD = 1.08; 50.7% girls; 27.4% Chinese immigrant-origin, 35.4% Chinese ethnic majority; 37.2% Italian ethnic majority) completed a parenting questionnaire and a computerized cognitive flexibility task, while teachers rated their prosocial behavior. Latent profile analysis revealed three perceived parenting styles: “harsh” (15.8%), “supportive” (40.5%), and “strict-affectionate” (43.7%). Chinese immigrant-origin, Italian ethnic majority, and Chinese ethnic majority youths were overrepresented in each of these profiles, respectively. In regression analyses, the association between parenting profiles and prosocial behavior varied as a function of adolescents’ cognitive flexibility and cultural group. Specifically, cognitive flexibility strengthened the supportive parenting-prosocial behavior link for Chinese immigrant-origin youth, and buffered against the detrimental effect of harsh parenting on prosocial behavior for their Italian ethnic majority peers. Findings emphasize the influence of cultural and immigration-related factors on adolescents’ perceived parenting styles, and provide further evidence for the beneficial role of cognitive flexibility in the positive adjustment of youth with and without an immigrant background.

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.

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.

Perseverance of Effort and Consistency of Interest: A Longitudinal Perspective

The present research, enlightened by the dynamic approach to language learning, aimed to trace the co-development of English as a foreign language (EFL) learners’ perseverance of effort (PE) and consistency of interest (CI), the two subdomains of grit, over a course time. To this aim, a factor of curves model (FCM) was employed to trace the covariance of the subdomains of L2 grit longitudinally over time; to explore how changes in PE and CI are affected by their initial states; and to what extent the variations in PE and CI are explained by the underlying global factor of L2 grit. For data collection, the L2 grit scale was used with 1,384 adult EFL learners in four measurement occasions. The data were analyzed in Mplus with FCM in three steps. The results showed that firstly, in analyzing the direction of change in PE and CI, a higher mean was estimated in the growth (the slope) than the intercept. Evidence was also found for inter-individual variation. Secondly, the covariance between the intercept and slope of each subdomain was explored and for both the results revealed a negative covariance of the slope and intercept. Thirdly, the covariance of the intercepts and the slopes of the two subdomains was positive and significant. Fourthly, the variance of the intercept and slope of each subdomain proved to be explained to a large extent by the underlying global factor of L2 grit. These findings were discussed in the light of the potential variables associated with L2 grit and its related literature.

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

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

The Bright Side of Grit in Burnout-Prevention: Exploring Grit in the Context of Demands-Resources Model among Chinese High School Students

This study contributes to understanding students' emotional responses to academic stressors by integrating grit into the well-established Job Demands-Resources Model and by examining the relationship between academic demands, grit (consistency of interests, perseverance of effort), burnout, engagement, academic achievement, depression, and life satisfaction in Chinese students. We conducted a self-report study with N = 1527 Chinese high school students (M_age = 16.38 years, SD = 1.04). The results of structural equation modeling showed that after controlling for gender, socio-economic status, and school types, demands positively related to burnout and negatively related to engagement. Both facets of grit negatively related to exhaustion, whereas only perseverance of effort positively related to engagement. Burnout positively related to depression and negatively related to life satisfaction, whereas engagement positively related to life satisfaction. However, neither burnout nor engagement was related to academic achievement. Our findings indicate that grit may be protective against school burnout.

The Moderating Role of Social Identity and Grit in the Association Between Parental Control and School Adjustment in Chinese Middle School Students

Although the proliferation of empirical research has documented the association between parental control and school adjustment, findings of this linkage are still inconclusive. Moreover, fewer efforts have been made to address this association in middle school students. Guided by an ecological framework, the current study aimed to integrate the conflicting findings into a coherent body of knowledge, paying particular attention to two research purposes: (a) to examine the association between parental control and three objective indicators of school adjustment (social competence, academic grades, and peer acceptance) and (b) to explore whether this association was moderated by individual characteristics of social identity and grit. A total of 120 Chinese middle school students (42.5% females) aged between 13 and 15 years old were recruited for this study, and research data were gathered from multiple sources. To be specific, students were asked to complete a set of self-report questionnaires concerning parental control, social identity, and grit. Meanwhile, school-related social competence was rated by head teachers; academic grades were obtained from school records; and peer acceptance was assessed by sociometric nominations. The results from hierarchical regression analyses showed that parental control was negatively associated with academic grades. Moreover, when reporting higher levels of social identity, parental control was negatively related to social competence and peer acceptance for those students with lower levels of grit. Our findings suggest that parental control can dampen middle school students' academic performance, and low levels of grit can magnify the detrimental effect of parental control on social competence and peer acceptance in middle school students who regard themselves as closely connected to social groups.

The Associations of Parental Harsh Discipline, Adolescents' Gender, and Grit Profiles With Aggressive Behavior Among Chinese Early Adolescents

Although the association between parental harsh discipline and aggressive behavior in adolescence has been well established, little attention has been paid to early adolescence. Moreover, the risk and protective factors (the interplay of parents' and adolescents' gender, the role of grit) in this association during this period are still less explored in the literature. Guided by a socioecological framework, the current study (more exploratory in nature) identified the grit profiles based on two dimensions (i.e., perseverance and consistency) in a sample of Chinese early adolescents; likewise, this study further investigated gender-specific patterns and the moderating role of grit profiles in the association between parental harsh discipline and aggressive behavior. A total of 1,156 Chinese early adolescents (46.5% girls) were involved in this study and completed a set of self-report questionnaires. Latent profile analysis revealed three profiles of grit: low perseverance and low consistency, high perseverance and low consistency, and high perseverance and high consistency. Moreover, linear regression analysis indicated that paternal and maternal harsh discipline were each positively associated with aggressive behavior. The positive association between paternal harsh discipline and aggressive behavior was only significant for adolescent boys with low levels of perseverance and consistency; in contrast, the positive association between maternal harsh discipline and aggressive behavior was significantly stronger for adolescent boys with high levels of perseverance and consistency. These findings suggest that parental harsh discipline presents a risk factor for aggressive behavior, especially for adolescent boys in early adolescence; such a vulnerable effect is more heightened for those with low levels of perseverance and consistency. In addition, although grit is assumed to be a positive personal attribute, maternal harsh discipline to boys in the Chinese family context may disturb their positive development pathway during early adolescence, which is highly discouraged.

Shields for Emotional Well-Being in Chinese Adolescents Who Switch Schools: The Role of Teacher Autonomy Support and Grit

Although prior research has demonstrated that switching schools poses a risk for academic and behavioral functioning among adolescents, relatively little is known about their emotional adjustment, or how it affects emotional well-being. Moreover, the cumulative effects of multiple risk and protective factors on their emotional well-being are even less covered in the existing literature. Guided by a risk and resilience ecological framework, the current study compared emotional well-being, operationalized as positive affect and negative affect, between Chinese adolescents who had switched schools and their non-switch counterparts, and examined the direct and interactive effects of teacher autonomy support and two facets of grit (i.e., perseverance and consistency) on emotional well-being in both groups. A propensity score matching analysis was used to balance the two groups in terms of sociodemographic characteristics (i.e., age, gender, and socioeconomic status). A total of 371 adolescents who had switched schools and 742 non-switch counterparts aged from 13 to 18 years were involved in this study. Results indicated that adolescents who had switched schools reported higher levels of negative affect than their non-switch counterparts. Moreover, for adolescents who had switched schools, those who possessed higher levels of perseverance had a significantly negative association between teacher autonomy support and negative affect; however, the corresponding association was independent of perseverance for their non-switch counterparts. The current findings indicate that switching schools is a disadvantage for adolescents' emotional states. However, teacher autonomy support and perseverance can protect adolescents who switch schools as critical stress-buffering factors against these negative feelings.

Dual language learners' grit, engagement, and literacy achievement in elementary school

The goal of this short-term longitudinal study was to examine the functioning of the grit measure; grit's relation to emotional engagement; and grit's prediction of later literacy achievement, above and beyond emotional engagement, among dual language learners. Data were collected at two time points four months apart with dual language learner, third- through fifth-grade students ( n = 142; 75% Latina/o; mean age 9.47 years old; 54% female). Results suggested that student- and teacher-reported grit scores were reliable and fit the two-factor construct, and grit overlapped with engagement. We found that teacher-reported engagement and student- and teacher-reported grit perseverance of effort (grit-pe) were significant sole predictors of Time 2 literacy achievement; teacher-reported engagement, not grit, remained a significant sole predictor even when controlling for Time 1 literacy achievement. When including grit-pe, grit consistency of interests, and engagement in the same model, student-reported grit-pe was the only significant predictor of Time 2 literacy achievement, without Time 1 literacy as a control. Discussion centers on grit-pe's utility for prediction of literacy achievement, above and beyond similar socioemotional constructs, among young dual language learners.

Empathy and Psychosocial Adjustment in Tibetan and Han Adolescents: A Person-Centered Approach

Although prior research has shown potential academic difficulties for Tibetan adolescents when coping with the mainstream Han culture, little is known about their psychosocial adjustment. Adopting a person-centered approach, the current study explores psychosocial adjustment profiles based on internalizing indicators (i.e., depression, loneliness, life satisfaction, positive affect, and negative affect) and externalizing indicators (i.e., prosocial behavior and antisocial behavior). Moreover, guided by the empathy theory, this study also examines the direct and interactive effects of empathy (affective and cognitive empathy) and ethnicity (Tibetan vs. Han adolescents) on psychosocial adjustment profiles. A total of 306 Tibetan adolescents (66.3% girls) and 321 Han adolescents (55.1% girls) were involved in this study, and participants were asked to fill in a set of self-report questionnaires. A latent profile analysis revealed five psychosocial adjustment profiles: adaptive, maladaptive, externalizing, internalizing, and moderate. Furthermore, a multiple multinomial analysis showed Han adolescents were more likely than Tibetan adolescents to be a member of adaptive and moderate profiles than of the externalizing profile. Individuals with low affective empathy and high cognitive empathy were prone to be adequate in terms of psychosocial functioning, and the effects of low affective empathy and high cognitive empathy on psychosocial functioning were highlighted in Han adolescents only.