Martin S Hagger1,2,3, Kyra Hamilton1,2. 1. Laboratory of Self-Regulation and Health Psychology and Behavioural Medicine Research Group, School of Psychology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia. 2. School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia. 3. Faculty of Sport and Health Sciences, University of Jyväskylä, Finland.
Abstract
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.
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.
Authors: Juho Polet; Mary Hassandra; Taru Lintunen; Arto Laukkanen; Nelli Hankonen; Mirja Hirvensalo; Tuija Tammelin; Martin S Hagger Journal: BMC Public Health Date: 2019-02-06 Impact factor: 3.295
Authors: Juho Polet; Jekaterina Schneider; Mary Hassandra; Taru Lintunen; Arto Laukkanen; Nelli Hankonen; Mirja Hirvensalo; Tuija H Tammelin; Kyra Hamilton; Martin S Hagger Journal: PLoS One Date: 2021-11-12 Impact factor: 3.240
Authors: Ji-Hoon Lee; Jin-Hui Cho; Yi-Sub Kwak; Byoung-Goo Ko; Eun-Hyung Cho Journal: Int J Environ Res Public Health Date: 2021-05-18 Impact factor: 3.390