Building Grit: The Longitudinal Pathways between Mindset, Commitment, Grit, and Academic Outcomes

Xin Tang, Ming-Te Wang, Jiesi Guo, Katariina Salmela-Aro

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Despite academics' enthusiasm about the concept of grit (defined as consistency of interest and perseverance of effort), its benefit for academic achievement has recently been challenged. Drawing from a longitudinal sample (N=2018; 55.3% female; sixth-nineth grades) from Finland, this study first aimed to investigate and replicate the association between grit and achievement outcomes (i.e., academic achievement and engagement). Further, the present study examined whether growth mindset and goal commitment impacted grit and whether grit acted as a mediator between growth mindset, goal commitment, and achievement outcomes. The results showed that the perseverance facet of grit in the eighth grade was associated with school achievement and engagement in the nineth grade, after controlling for students' conscientiousness, academic persistence, prior achievement and engagement, gender and SES, although the effect on engagement was stronger than on achievement. In addition, grit was predicted by goal commitment in the sixth grade, but not by the growth mindset in the sixth grade. Finally, the perseverance of effort (not the consistency of interest) mediated the effect of goal commitment on engagement. These findings suggest that grit is associated with increased engagement and academic achievement; and practitioners who wish to improve grit of adolescents may encourage goal commitment more than growth mindset.

Original languageEnglish
JournalJournal of Youth and Adolescence
Volume48
Issue number5
Pages (from-to)850–863
Number of pages14
ISSN0047-2891
DOIs
Publication statusPublished - May 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • Grit
  • Growth mindset
  • Goal commitment
  • Longitudinal data
  • GPA
  • Engagement
  • COGNITIVE ENGAGEMENT
  • GOAL ORIENTATIONS
  • SELF-REGULATION
  • ACHIEVEMENT
  • SCHOOL
  • PERSONALITY
  • MOTIVATION
  • PREDICT
  • ASSOCIATIONS
  • TRAJECTORIES

Cite this

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title = "Building Grit: The Longitudinal Pathways between Mindset, Commitment, Grit, and Academic Outcomes",
abstract = "Despite academics' enthusiasm about the concept of grit (defined as consistency of interest and perseverance of effort), its benefit for academic achievement has recently been challenged. Drawing from a longitudinal sample (N=2018; 55.3{\%} female; sixth-nineth grades) from Finland, this study first aimed to investigate and replicate the association between grit and achievement outcomes (i.e., academic achievement and engagement). Further, the present study examined whether growth mindset and goal commitment impacted grit and whether grit acted as a mediator between growth mindset, goal commitment, and achievement outcomes. The results showed that the perseverance facet of grit in the eighth grade was associated with school achievement and engagement in the nineth grade, after controlling for students' conscientiousness, academic persistence, prior achievement and engagement, gender and SES, although the effect on engagement was stronger than on achievement. In addition, grit was predicted by goal commitment in the sixth grade, but not by the growth mindset in the sixth grade. Finally, the perseverance of effort (not the consistency of interest) mediated the effect of goal commitment on engagement. These findings suggest that grit is associated with increased engagement and academic achievement; and practitioners who wish to improve grit of adolescents may encourage goal commitment more than growth mindset.",
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author = "Xin Tang and Ming-Te Wang and Jiesi Guo and Katariina Salmela-Aro",
year = "2019",
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Building Grit : The Longitudinal Pathways between Mindset, Commitment, Grit, and Academic Outcomes. / Tang, Xin; Wang, Ming-Te; Guo, Jiesi; Salmela-Aro, Katariina.

In: Journal of Youth and Adolescence, Vol. 48, No. 5, 05.2019, p. 850–863.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - Building Grit

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AU - Tang, Xin

AU - Wang, Ming-Te

AU - Guo, Jiesi

AU - Salmela-Aro, Katariina

PY - 2019/5

Y1 - 2019/5

N2 - Despite academics' enthusiasm about the concept of grit (defined as consistency of interest and perseverance of effort), its benefit for academic achievement has recently been challenged. Drawing from a longitudinal sample (N=2018; 55.3% female; sixth-nineth grades) from Finland, this study first aimed to investigate and replicate the association between grit and achievement outcomes (i.e., academic achievement and engagement). Further, the present study examined whether growth mindset and goal commitment impacted grit and whether grit acted as a mediator between growth mindset, goal commitment, and achievement outcomes. The results showed that the perseverance facet of grit in the eighth grade was associated with school achievement and engagement in the nineth grade, after controlling for students' conscientiousness, academic persistence, prior achievement and engagement, gender and SES, although the effect on engagement was stronger than on achievement. In addition, grit was predicted by goal commitment in the sixth grade, but not by the growth mindset in the sixth grade. Finally, the perseverance of effort (not the consistency of interest) mediated the effect of goal commitment on engagement. These findings suggest that grit is associated with increased engagement and academic achievement; and practitioners who wish to improve grit of adolescents may encourage goal commitment more than growth mindset.

AB - Despite academics' enthusiasm about the concept of grit (defined as consistency of interest and perseverance of effort), its benefit for academic achievement has recently been challenged. Drawing from a longitudinal sample (N=2018; 55.3% female; sixth-nineth grades) from Finland, this study first aimed to investigate and replicate the association between grit and achievement outcomes (i.e., academic achievement and engagement). Further, the present study examined whether growth mindset and goal commitment impacted grit and whether grit acted as a mediator between growth mindset, goal commitment, and achievement outcomes. The results showed that the perseverance facet of grit in the eighth grade was associated with school achievement and engagement in the nineth grade, after controlling for students' conscientiousness, academic persistence, prior achievement and engagement, gender and SES, although the effect on engagement was stronger than on achievement. In addition, grit was predicted by goal commitment in the sixth grade, but not by the growth mindset in the sixth grade. Finally, the perseverance of effort (not the consistency of interest) mediated the effect of goal commitment on engagement. These findings suggest that grit is associated with increased engagement and academic achievement; and practitioners who wish to improve grit of adolescents may encourage goal commitment more than growth mindset.

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