The Role of Self-control and Grit in Domains of School Success in Students of Primary and Secondary School

Physical activity and self-efficacy in college students: the mediating role of grit and the moderating role of gender

Background

There is a paucity of knowledge concerning the psychological variables that serve to facilitate the connection between physical activity and self-efficacy, and the factors capable of moderating these pathways. This study aimed to examine the relationship between physical activity and self-efficacy among college students, with a focus on the mediating effect of grit and the moderating effect of gender.

Methods

This study recruited 3,228 undergraduate students from a university in Shanghai, China. They completed the General Self-Efficacy Scale, the Short Grit Scale, and the International Physical Activity Questionnaire. Statistical analysis was conducted using SPSS 26.0 and the Process v4.0 plugin.

Results

Physical activity had both a direct effect on self-efficacy (β = 0.07, 95% CI [0.04-0.11]) and an indirect effect through the two dimensions of grit: perseverance of effort (β = 0.06, 95% CI [0.04-0.07]) and consistency of interest (β = 0.03, 95% CI [0.02-0.04]). The mediating effect explained 53.27% of the total effect. Furthermore, gender moderated the relationship between perseverance of effort and self-efficacy, with a stronger effect observed in males (β = 0.08, t = 3.27, p < 0.01).

Conclusion

The results revealed that grit is an underlying psychological mechanism that links physical activity and self-efficacy. Moreover, gender moderates the effect of perseverance of effort on self-efficacy, with a stronger effect observed in males. These findings have practical implications for educators to design tailored physical activity interventions that foster grit and self-efficacy among college students.

Relationship between maternal grit and effortful control among 18-21-month-old toddlers

Grit is known to be effective for long-term academic and social success. However, few studies have focused on the role of grit in parenting and its effect on the development of grit in children. Therefore, this study investigated the effect of maternal grit on children's effortful control (EC), which is thought to be a precursor to grit, using parenting as a mediating factor. Participants in the current study were 412 children (age range: 18-21 months, M = 34.67 months, SD = 4.51 months) and their mothers. We assessed maternal grit, parenting style, maternal EC, and child EC, and found that maternal grit, maternal EC, and parenting style were positively correlated with child EC. Furthermore, maternal grit was related to EC in children not only directly, but also indirectly through responsive parenting. Additionally, maternal grit was found to be directly related to child EC only when assessed separately from maternal EC. The current study's findings suggest that maternal grit is directly related to EC in children in a way that differs from the mother's EC in child-rearing situations.

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.

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

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

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

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

Mediation effect of emotional self-regulation in the relationship between physical activity and subjective well-being in Chilean adolescents

Adolescents' subjective well-being and physical activity have been found to be correlated in previous studies. However, the underlying mechanisms of this relationship, especially the potential contribution of emotional self-regulation, have received little attention. This study aims to investigate the extent to which emotional self-regulation mediates the association between adolescent physical activity habits and their subjective well-being. The study involved 9585 adolescents who completed a cross-sectional survey. Participants were aged between 10 and 19 years old and attended primary and secondary schools in all 16 regions of Chile. The survey utilized a self-report questionnaire to measure physical activity habits, subjective well-being, and emotional self-regulation. Sociodemographic variables, such as age, gender, and socioeconomic level, were also considered in the analysis. The results showed that physical activity habits, emotional regulation, and subjective well-being were positively correlated. Among these factors, the strongest association was found between subjective well-being and emotional self-regulation. The mediation analysis revealed a partial mediation effect of emotional self-regulation between physical activity habits and subjective well-being. In other words, physical activity habits affect subjective well-being to the extent that these habits affect emotional self-regulation. These findings provide valuable insights into the mechanisms underlying the link between physical activity habits and subjective well-being among adolescents. They also offer useful information for the development of public programs and policies aimed at promoting physical activity habits and subjective well-being in young people.

Grit and Academic Self-Efficacy as Serial Mediation in the Relationship Between Growth Mindset and Academic Delay of Gratification: A Cross-Sectional Study

Purpose

With a growth mindset, individuals focus on the process of growth, actively seek challenges, recognise and accept failures, and apply more effort and monitor themselves to overcome difficulties. Doing so translates into excellent academic performance. However, it has not yet been fully clarified how growth mindset affects academic delay of gratification (ADG) and the mechanisms underlying their interactions. In this study, grit and academic self-efficacy were tested as mediating mechanisms between growth mindset and the ADG using a serial mediation effect model based on self-determination theory (SDT).

Methods

A cross-sectional design was conducted with 759 Chinese junior high school students using the following tools: Growth Mindset Scale, Short Grit Scale, Academic Self-efficacy Scale, and Academic Delay of Gratification Scale. Hypotheses were tested using structural equation modeling.

Results

The results showed that: (1) by gender and grade control, growth mindset indicated a positive significance in the prediction of ADG; (2) grit and academic self-efficacy played a mediating role in the influence of a growth mindset on the ADG. Grit and academic self-efficacy also have a serial mediation effect between growth mindset and ADG.

Conclusion

The results showed that a growth mindset does not only directly affect the ADG but also indirectly affects it through grit and academic self-efficacy. Based on SDT, this study further revealed the potential mechanism of a growth mindset affecting the ADG. Furthermore, it provides practical guidance for the cultivation of ADG for junior high school students.

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.

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

Background

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

Methods

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

Results

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

Conclusions

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

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

Purpose

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

Methods

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

Results

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

Conclusion

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

PE-Iv (Panorama Education-Italian version): the adaptation/validation of 5 scales, a step towards a SEL approach in Italian schools

Implementing a Social and Emotional Learning (SEL) approach in school requires monitoring certain skills. As awareness of SEL increases in Italy, it is necessary to provide instruments to monitor these skills within a systemic approach. This study presents the cultural adaptation/validation of 5 scales from Panorama Education, which are widely used in school districts in the United States, to the Italian middle/high school context: Grit, Sense of Belonging, Self-Management, Social Awareness, and Self-Efficacy. After cultural adaptation, 709 middle/high school students answered an online questionnaire (2021). Psychometric properties showed good internal consistency and confirmatory factor analysis showed a good fit index. The differences in gender and grade level support the validity of the instrument.

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

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

Validating the Chinese Version of the Academic Grit Scale in Selected Adolescents

This study evaluated the factor structure, measurement invariance, criterion-related and incremental validity of the Chinese version of the Academic Grit Scale (AGS) among 723 adolescents from mainland China. Results of exploratory and confirmatory factor analyses supported the single-factor model, exhibiting scalar invariance across gender and partial scalar invariance across groups (i.e., middle and high school students). The AGS total score showed internal consistency and temporal stability when used one month later. Moreover, academic grit was shown to be positively correlated with academic achievement, general grit, and dimensional student engagement. Academic grit also predicted academic achievement after isolating the effects of the related variables (i.e., general grit and student engagement) and overlapping components of academic grit and the related variables. Overall, the Chinese version of the AGS demonstrated adequate reliability and validity and was shown to be a useful tool for examining academic grit in Chinese adolescents.

Resilience and GRIT among undergraduate nursing students during the COVID 19 pandemic

Objectives

Grit and resilience are related but separate concepts. Grit is a long-term commitment toward goals, and it impacts student success and academic achievement. Resilience is the ability of students to recover from stress. Both are important factors in nursing students.

Methods

This descriptive study included surveys measuring demographics, grit, and resilience among two cohorts of senior nursing students in their last semester and explored challenges and difficulties experienced during the COVID-19 pandemic.

Results

The mean grit score for all students was 4.0 (0.52) and the mean resilience score was 3.63 (0.73). Directed content analysis of the ten open-ended survey questions revealed three themes: Impact on Education, Personal Impact, and Coping Mechanisms.

Conclusions

Grit and resilience are important factors that can contribute to success in nursing programs and as graduate nurses in the healthcare settings.

Effects of the Targeted Intervention for Five- to Six-Year-Old Children Affected by Attentional and Concentration Developmental Risks: Results of a Dynamic Prospective Cohort Study Conducted in Socially Deprived Regions in Germany

Epidemiological data reveal that there is a need for prevention measures specifically targeted at children with low SES. In the German federal state Mecklenburg-Western Pomerania preschools in socially deprived regions can apply for additional funds to support children with developmental risks. Mandatory criteria for obtaining these funds involve an annual assessment of all children using the “Dortmunder Developmental Screening for Preschools (DESK 3–6 R).” This instrument can detect and monitor developmental risks in the domains fine motor skills, gross motor skills, language, cognition, and social development. In this study, we examine the domain “Attention and concentration,” which is included for the 5 to 6-year-old age group, using data from two consecutive survey waves (sw). Research questions: (1) Does the prevalence rate ratio (PRR) improve over time? (2) Is the rate of improvements (developmental risk at sw1, no developmental risk at sw2) higher than the rate of deteriorations (no developmental risk at sw1, developmental risk at sw2)? Prospective cohort analysis (n = 940). The prevalence rate of a developmental risk in this DESK domain decreases over time (PRR = 0.78; p = 0.019). The ratio of the rate of improvements is 8.47 times higher than the rate of deteriorations. The results provide evidence of the effectiveness of targeted intervention measures in preschools focusing on skills that improve attention and concentration. This is significant considering the small-time interval and the categorization method of DESK scores. Nevertheless, over the same time period, the DESK results of some children deteriorated. Therefore, preschools also have to be aware that it is natural for some children to show modest declines in their skills over time. German Clinical Trials Register, ID: DRKS00015134, Registered on 29 October 2018, retrospectively registered.

How does growth mindset affect mental health of high school students during the COVID-19 epidemic? The role of grit and coping strategies

BACKGROUND

The outbreak of COVID-19 epidemic continues to unfold globally, which harms the public's mental health. Adolescents' mental health is affected by social isolation and lockdown during the COVID-19 epidemic. The implicit theory of thoughts-emotion-behavior states that individuals with a growth mindset believe that thoughts, emotions, and behaviors can be changed through effort and tend to persist in pursuing higher goals and maintain enthusiasm as well as cope with stress resiliently, thus having higher gritty and levels of mental health. This study aimed to explore the role of grit and coping strategies in the influence of the growth mindset on adolescents' mental health during the COVID-19 epidemic period.

METHODS

A total of 1564 participants (M _age = 17.02, 760 boys, 804 girls) from three high schools in China were recruited to complete The Self-report Questionnaire-20, The Growth Mindset Scale, The Short Grit Scale, and The Coping Style Scale to evaluate mental health, growth mindset, grit, and positive coping strategies, respectively.

RESULTS

The results showed that growth mindset has no significant indirect effect on mental health through grit but has a significant indirect effect on mental health through coping strategies. The results of chain mediation analysis showed that grit and coping strategies play chain mediating roles between growth mindset and adolescents' mental health.

CONCLUSION

The findings suggest that cultivating a growth mindset, developing grit, and teaching adolescents to adopt positive coping strategies can improve adolescents' mental health.

Importance of Maternal Persistence in Young Children's Persistence

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

Does digital literacy influence students' online risk? Evidence from Covid-19

The adoption of online-based learning and the internet has had both a positive impact on students. This study aims to understand how digital literacy, parental mediation, and self-control affects online risk during the Covid-19 pandemic in Indonesia. This paper elaborated a quantitative method with SEM-PLS to raise the comprehension of the phenomenon studied. A questionnaire was voluntarily responded to approximately 300 elementary school students who engaged in online-based learning. The structural equation modeling estimation indicates that digital literacy, parental mediation, and self-control influences online risk. However, parental mediation failed in promoting students' self-control. These findings suggest that both digital literacy and parental mediation needs to be penetrated to reduce the impact of online risk in the teaching and learning process. This is the first step for schools and parents' alertness in assisting and considering the appropriate and safe media using technology.

Peer Relatedness, School Satisfaction, and Life Satisfaction in Early Adolescence: A Non-recursive Model

Cumulative evidence suggests that, for children and adolescents, peer relatedness is an essential component of their overall sense of belonging, and correlates with subjective well-being and school-based well-being. However, it remains unclear what the underlying mechanism explaining these relationships is. Therefore, this study examines whether there is a reciprocal effect between school satisfaction and overall life satisfaction (Hypothesis 1), and whether the effect of peer relatedness on life satisfaction is mediated by school satisfaction (Hypothesis 2). A non-recursive model with instrumental variables was tested with econometric and structural equation modeling methodologies, using a cross-sectional sample of n = 5,619 Chilean early adolescents (49.2% girls), aged 10, 11, and 12 (46.13, 44.99, and 8.88% respectively). Results were highly consistent across methods and supported the hypotheses. First, the findings confirmed a significant reciprocal influence between school satisfaction and overall life satisfaction, with a greater impact from school to life satisfaction. Second, the effect of peer relatedness on overall life satisfaction was fully mediated by school satisfaction. The study further suggests the importance of considering reciprocal effects among domain-specific satisfaction and overall life satisfaction and illustrates the application of non-recursive models for this purpose.

The Implications of Filial Piety in Study Engagement and Study Satisfaction: A Polish-Vietnamese Comparison

Even in psychological literature, which describes many determining variables related to the school domain, few studies have investigated the universal (i.e., etic) mechanism underlying parent-child relations, which is a prototype matrix for future student-teacher relations. The role of the imprinted schema of children's obligations toward parents seems to be crucial for school functioning in classroom society. The Dual Filial Piety Model (DFPM; Yeh, 2003) is comprised of two higher-order factors that correspond to the two focal filial piety attributes: reciprocal (need of interpersonal relatedness) and authoritarian (need of social belonging and national identity), which have been shown to have distinct implications on social adaptation and individuals' psychological functioning. In this study, we investigate the relationship between filial piety and student attitudes (study engagement and satisfaction) in a more individualistic and egalitarian culture (Poland, N = 310) and in a more collectivistic and hierarchical society (Vietnam, N = 297). The measurement invariances of three scales, i.e., the Vietnamese adaptation of DFP Scale, the Utrecht Work Engagement Scale (UWES-S9), and the Study Satisfaction Scale, were improved in the MLM analyses. Our results show that in more individualistic cultures, the RFP (reciprocal mode) is a stronger predictor of study engagement and study satisfaction; however, the AFP (authoritarian mode) is a better factor to predict study engagement in more collectivistic cultures. What is more, only RFP positively correlates with study satisfaction in individualistic culture. Our findings revealed that in different cultures, different aspects of filial piety should be emphasized by parents in the context of the future academic achievements of their children. The conclusion is that the prevention and intervention strategies or techniques intended for children with school problems should be culturally appropriate and addressed to the parents of kindergarten and later to very early-stage education teachers. The results of studies based on the DFPM may stimulate practical applications and policy development within the domain of success and failure in the academic environment.

Grit Assessment: Is One Dimension Enough?

Grit is one of the non-cognitive variables that has received the most attention in recent years given its relationship to and influence in various aspects of life. There are very few reliable, valid instruments to evaluate it in Spanish-speaking countries. Because of that, the aim of this study is the development and validation of a new scale to evaluate grit in Spanish-speaking contexts. We used a sample of 531 Spanish participants (60% women) from the general population (M_years = 38.60, SD_years = 14.90). We examined the structure and measurement invariance of the instrument. We calculated the instrument's reliability and obtained evidence of validity in relation to other variables. We examined the differences in grit as a function of gender and age. The factorial analyses confirmed the unidimensionality of the instrument, along with the measurement invariance of the scores with respect to sex and age. The new grit scale demonstrated excellent reliability (α = .94; ω = .94). We found clear evidence of validity in relation to other variables; the Grit short scale (r = .691), self-control (r = .595), self-efficacy (r = .703), and conscientiousness (r = .661). The new scale for evaluating grit (Oviedo Grit Scale) is essentially unidimensional, and scores produced by it exhibit excellent indicators of reliability and validity.

Distinct Routes to Understand the Relationship Between Dispositional Optimism and Life Satisfaction: Self-Control and Grit, Positive Affect, Gratitude, and Meaning in Life

Over the last years, understanding the implications of prospective thinking toward the future has become of increasing interest. This study aims to delve into the relation between dispositional optimism, one of the most relevant prospective constructs, and life satisfaction. Additionally, we also seek to prove the mediating effect of different cognitive and affective variables associated with both hedonic and eudaimonic well-being on this relationship. A first study is conducted with 275 secondary students to assess the relationship between optimism and life satisfaction through self-control and grit (14.82, SD = 1.07), which indicates a mediating effect of grit but not of self-control. A second study is carried out with 1,356 university students (21.5, SD = 2.35) to demonstrate the mediating effect of positive affect on dispositional optimism and life satisfaction. Results show a strong relationship between optimism and positive affect, but no mediating effect on life satisfaction. Finally, a third study comprising 371 secondary students (14.12, SD = 1.78) demonstrates the existence of a serial multiple mediation from gratitude and meaning in life over the relationship between optimism and life satisfaction. Implications are discussed in terms of how prospective variables like dispositional optimism may lead to an increase in subjective well-being (SWB) through different affective and cognitive mechanisms.

Higher Grit Scores Associated With Less Burnout in a Cohort of Internal Medicine Residents

BACKGROUND

The association between grit, defined as perseverance and passion for long-term goals, and professional burnout has not been studied in internal medicine residents. Our objective was to examine whether internal medicine residents' scores on a grit scale were associated with various measures of burnout.

METHODS

All residents from a single internal medicine program were invited to participate in a study of grit and burnout. Grit and burnout were measured using the Short Grit Scale and modified Maslach Burnout Inventory, respectively. In addition, demographics, last In-Training Examination (ITE) score, and interest in a subspecialty were captured.

RESULTS

A total of 139 of 168 eligible residents (83%) participated. Emotional exhaustion and depersonalization (i.e., burn out) were identified in 63% and 42% of residents, respectively. Endorsement of emotional exhaustion was higher for residents living with family members, postgraduate year (PGY)1 and PGY2 compared with PGY3 residents, and residents scoring above the 50th percentile on the last ITE. Grit scores were higher for residents not reporting emotional exhaustion. As grit score increases, the odds of reporting emotional exhaustion significantly decreased, after adjustments for demographics, ITE scores, type of medical school, PGY level, and interest in a subspecialty (odds ratio = 0.36, 95% CI 0.15-0.84).

CONCLUSIONS

Grit appeared to be an independent predictor of burnout in internal medicine residents in this sample, with lower grit scores associated with higher burnout scores. By measuring grit early in residency, programs can potentially identify residents at risk for symptoms of burnout, specifically emotional exhaustion, and implement targeted interventions.

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.

Grit in Community-Dwelling Older Adults with Low Back Pain Is Related to Self-Physical Training Habits

INTRODUCTION

Self-management is an effective way to manage chronic low back pain (LBP) and is frequently recommended. However, the psychological aspects, including grit (ie, perseverance and passion for long-term goals), of the habit of self-management remain unclear.

OBJECTIVE

To investigate the relationship between grit and the self-directed exercise.

DESIGN

Cross-sectional observational study.

SETTING

Community-dwelling older adults.

PARTICIPANTS

Fifty-nine older adults with LBP (30 men, 29 women; mean age 72 ± 5 years, range 65-82 years).

INTERVENTION

Not applicable.

MAIN OUTCOME MEASURES

Primary outcome measures included grit scores on the Short Grit Scale and the number of months performing self-directed exercise. Correlation and multiple regression analyses were performed to determine the relationship between participants' grit and duration of self-directed exercise.

RESULTS

A significant positive correlation between grit and the duration of self-directed exercise habits was observed (r = 0.49, P < .001). Furthermore, in multiple regression analysis, grit was a significant factor of the duration of self-directed exercise.

CONCLUSION

Low grit was associated with reduced self-directed exercise in individuals with LBP self-directed exercise.

Grit bei Adoleszenten: eine „neue“ leistungsthematisch-motivationale Eigenschaft?

Zusammenfassung. Untersucht wurde das „neue“ Persönlichkeitskonstrukt „Grit“, das die zwei korrelierten Primärfaktoren „beharrliche Anstrengungsbereitschaft“ („Perseverance of Effort“, PE) und „konsistentes Interesse“ („Constistency of Interest“, CI) in einem Wert zusammenfasst. Grit soll nach Duckworth (2016) Erfolg in Schule, Hochschule, Beruf und Leben besser als Intelligenz und klassische Persönlichkeitsvariablen vorhersagen. Credé, Tynan und Harms (2017) bezweifelten als Resultat ihrer Metaanalyse die hierarchische Grit-Struktur, die behauptete starke Vorhersagekraft für akademische Leistungen konnten sie nicht bestätigen. Weiterhin wurde eine sehr hohe Korrelation von PE mit Gewissenhaftigkeit ermittelt. Bisherige Studien stammen hauptsächlich aus individualistisch orientierten Gesellschaften. Deshalb wurde Grit in einer kollektivistisch orientierten Kultur (China) untersucht ( N = 533, Alter: M = 15.16 Jahre, SD = 0.64). Zusätzlich erhoben wir Gewissenhaftigkeit, schulische Selbstwirksamkeit und schulisches Selbstkonzept. Das Mittel der schulischen Fachleistungspunkte wurde berechnet. Die Gesamtstichprobe wurde in zwei randomisierte Substichproben geteilt. Explorative Hauptkomponentenanalysen (Substichprobe 1: n 1 = 200) und konfirmatorische Faktorenanalysen (Substichprobe 2: n 2 = 333) der Grit-Items erbrachten zwei unkorrelierte Dimensionen, PE und CI. PE korrelierte sehr hoch mit Gewissenhaftigkeit ( r = .73, doppelt schrumpfungskorrigiert: r ∞, ∞ = .90). Die Beziehungen von PE zu Selbstwirksamkeit und Selbstkonzept waren hoch ( r = .55 bzw. r = .58), zur Schulleistung sehr niedrig ( r = .08). CI hing nur mit Selbstwirksamkeit bzw. Selbstkonzept schwach zusammen ( r = –.13 bzw. r = –.15), nicht mit Gewissenhaftigkeit ( r = .01) und dem Durchschnitt der Schulleistungspunkte ( r = –.02). Alles zusammen begründet Zweifel an Grit als „neues“ und valides leistungsbezogen-motivationales Persönlichkeitsmerkmal – zumindest bei chinesischen Adoleszenten.

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

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

Grit and self-discipline as predictors of effort and academic attainment

BACKGROUND

Beyond ability, traits related to perseverance, such as grit and self-discipline, are associated with adaptive educational outcomes. Few studies have examined the independent effects of these traits on outcomes and the mechanisms involved.

AIMS

This study estimated parameters of a process model in which grit-perseverance of effort (grit-effort) and consistency of interest (grit-interest) dimensions and self-discipline were independent predictors of students' science grades. The effect of the grit-effort on grades was expected to be mediated by students' self-reported effort on optional out-of-school science learning activities.

SAMPLE

Secondary school students (N = 110) aged between 12 and 14 years.

METHODS

The study adopted a correlational design with measures taken on three occasions. Students completed self-report measures of grit and self-discipline early in the semester and effort on optional out-of-school learning activities 5 weeks later. Students' science grades were collected at the end of the semester. Data were analysed using Bayesian path analyses using non-informative and informative priors derived from previous research.

RESULTS

Consistent with predictions, we found effects of grit-effort on science grades mediated by effort, and self-discipline on grades. Contrary to predictions, we also found an effect of self-discipline on grades mediated by effort. Zero was a credible value for direct effects of grit-effort on grades, and grit-interest on effort and grades.

CONCLUSIONS

Results suggest grit-effort and self-discipline relate to effort on educational activities linked to better grades. The direct effect of self-discipline on grades suggests that it may be related to other activities that determine science attainment.