The Concept of Grit

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Hodge, Brad et al. “The Role of Grit in Determining Engagement and Academic Outcomes for University Students.” Research in Higher Education, vol. 59, no. 4, 2017, pp. 448–460. Web.

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Grit is an influential personality attribute that encompasses the interest and effort elements. The former denotes the ability of an individual to sustain their focus and attraction towards a particular objective. The latter captures the broader aspect of personal efforts, enthusiasm, and persistence, which are invested in pursuing a defined goal. Hodge et al. contend that grit has been incrementally integrated into the academic realm, and persistently considered a vital component in driving positive educational outcomes (449). However, previous studies have generated conflicting findings regarding the overall significance of interest and effort in academic performance (Hodge et al. 448). Additionally, there is a limited exploration in the function of engagement, gender differences, and their correlation with educational productivity. A cross-sectional survey of 395 Australian university students involving 50 males and 345 females revealed that there are no differences in grit between male and female students. Further, Hodge and associates observed that a combination of grit and high levels of engagement in educational activities positively affected students’ overall academic performance.

An in-depth understanding of the significance of grit in academic settings is critical, alongside its relationship with educational performance. The study by Hodge et al. provides useful insights, particularly regarding how a combination of engagement, sustained interest, and individual efforts contribute to exceptional productivity in school. Additionally, the survey revealed no variations in grit levels between male and female university students. This article corroborates the findings of other studies, which accentuate the indispensability of grit as a vital determiner of student outcomes and their academic productivity. Additionally, the article highlights the need for education policymakers to explore approaches through which grit can be enhanced to improve learners’ performance at post-compulsory academic levels.

Wei, Hongjun et al. “Understanding the Relationship Between Grit And Foreign Language Performance Among Middle School Students: The Roles Of Foreign Language Enjoyment And Classroom Environment.” Frontiers in Psychology, vol. 10, 2019, pp. 1–8. Web.

Positive psychology combines individual traits, experiences, and institutions, which are critical pillars in the study and the acquisition of second language skills. Wei et al. (2019) examined the impact of grit on middle school learners’ performance in foreign languages (FLP). The researchers constructed a mediated moderation model to determine the interplay between the classroom environment (CE), grit, and the enjoyment derived from studying a second language (1). The study sample included 832 Chinese participants, comprising 369 males and 463 females aged between 11 and 16 years (Wei et al. 3). The survey model combined the Grit Scale-Short Version, the English Classroom Environment Inventory, and the Chinese edition of Foreign Language Performance (FLP), and utilized regression and correlation analyses to assess the relationship between the three components. The findings of the study revealed that grit positively impacted the students’ performance in a foreign language, while CE moderated the correlation between grit and FLE and FLP. The overall conclusions of the survey indicated that grit contributes to the acquisition and performance of foreign language skills and enhances a positive classroom environment.

Grit, like self-regulation and non-cognitive personality attribute, has been proven to enhance the academic performance of learners. However, previous studies have not adequately explored how grit may impact the learning environments, and by extension, educational productivity. The findings by Wei and associates illustrate how grit contributes to the development of positive academic emotions and a supportive classroom environment, particularly among middle school learners whose foreign language acquisition capabilities are low. For instance, Wei et al. argue that higher grit expands an individual’s cognitive resources, promotes interest in learning, and relieves pressure on studying (7). Students with high grit levels develop a positive outlook on academic difficulties and devote more effort compared to learners with low grit.

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Alhaji, Amal, and Aryn C. Karpinski. “Grit, Self-Efficacy, Achievement Orientation Goals, and Academic Performance in University Students.” International Journal of Adolescence and Youth, vol. 25, no. 1, 2019, pp. 519–535. Web.

University and college admission authorities have historically relied on academic achievements and cognitive abilities to determine the suitability of the prospective students to the institutions. However, these metrics are too narrow and not definitive predictors of the learners’ educational success in post-compulsory education levels due to their inherent racial and socioeconomic biases (Alhadabi and Karpinski 519). 258 students drawn from a Midwestern university in the United States participated in the study, which investigated the connection between self-efficacy, grit, achievement orientation objectives, and academic outcomes (Alhadabi and Karpinski 519). Initial findings of the study revealed that students’ approach to studying determines their strategies, attitudes, and engagement levels in learning. Additionally, the learners’ judgment regarding their capabilities played an influential role in shaping, promoting, and fostering academic productivity. However, Alhadabi and Karpinski identified a sequential association between grit, self-efficacy, goal orientation, and educational performance. The findings of this study reveal that although a student’s previous academic accomplishments and cognitive abilities can significantly predict their college and university performance, grit, self-efficacy, and goal orientation have a profound impact on educational attainment.

The objective of collegiate and university educators is to promote exemplary academic achievement among the students. The findings of Alhadabi and Karpinski’s study validate the results of previous studies, which illustrate the criticality of grit as the ultimate predictor of educational outcomes and productivity compared to past successes. Additionally, the article amplifies the role of academic policymakers in developing novel interventions to enhance the learners’ grit as an approach to fostering superior outcomes in education. For instance, instructors should consider strengthening students’ self-efficacy and adopting positive orientation goals to stimulate and encourage the devotion of additional efforts and perseverance.

Musumeci, Patou Masika et al. “Grit Is Associated With Lower Level of Depression and Anxiety Among University Students In Chiang Mai, Thailand: A Cross-Sectional Study.” PLOS ONE, vol. 13, no. 12, 2018, pp. 1–16. Web.

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Although multiple studies have demonstrated the connection between grit and positive psychological and academic outcomes, limited surveys have explored its association with the mental wellbeing of learners. Musumari et al. Note that the relationship between mental fitness and grit among post-secondary students is unknown (1). The researchers conducted a cross-sectional survey among 800 learners aged between 18 and 24 years drawn from Chiang Mai, Thailand (1). The study utilized the Generalized Anxiety Disorder (GAD-7) and Patient Health Questionnaire (PHQ-9) scales to assess the anxiety and depression among the 405 female and 395 male respondents (Musumari et al. 1). The findings of the study revealed that high levels of grit negatively correlate with poor mental health among university students, particularly regarding depression and anxiety. Consequently, grit improvement strategies can be implemented as preventative interventions against adverse mental health outcomes among college and university students.

The prevalence of mental health disorders is considerably high among university and college students. The learners face unique circumstances, which increase their predisposition to anxiety and depression. The study by Musumari et al. amplifies the significance of grit as a critical ingredient in boosting students’ overall mental health, particularly in areas such as life satisfaction and meaning of life. Additionally, the survey validates the findings of previous explorations, which highlight the need for university and collegiate educators to integrate grit enhancement strategies as an approach to mitigate adverse mental health conditions among students.

Pate, Adam N. et al. “Measurement of Grit and Correlation to Student Pharmacist Academic Performance.” American Journal of Pharmaceutical Education, vol. 81, no. 6, 2017, p. 105. Web.

The significance of assessing student’s academic successes in pharmacy programs is continually underscored by the Accreditation Council for Pharmacy Education (ACPE). Pate et al. conducted a study in which they sought to determine the association of grit with academic performance in pharmaceutical programs (105). The researchers used a cross-sectional, self-administered survey, which integrated an electronic questionnaire and the Short Grit Scale sent to 724 students from three public pharmaceutical colleges in the United States (Pate et al. 105). The findings of the study revealed that high levels of grit were associated with remarkable consistency of interest and perseverance among pharmacy students. Additionally, participants who reported increased grittiness recorded better academic performance compared to respondents with reduced grit.

Pharmacy education is increasingly emphasizing the significance of metacognitive skills, including self-awareness and persistence during student admission and throughout their academic programs. This new approach is informed by the proven effect of grittiness in predicting educational performance and learners’ attrition. The findings of the survey demonstrate the need to integrate and continually enhance grit among pharmaceutical students to improve their overall mental wellbeing, course engagement and retention, and positive program outcomes.

References

Alhadabi, Amal, and Aryn C. Karpinski. “Grit, Self-Efficacy, Achievement Orientation Goals, and Academic Performance in University Students.” International Journal of Adolescence and Youth, vol. 25, no. 1, 2019, pp. 519–535. Web.

Hodge, Brad et al. “The Role of Grit in Determining Engagement and Academic Outcomes for University Students.” Research in Higher Education, vol. 59, no. 4, 2017, pp. 448–460. Web.

Musumari, Patou Masika et al. “Grit Is Associated With Lower Level of Depression and Anxiety Among University Students In Chiang Mai, Thailand: A Cross-Sectional Study.” PLOS ONE, vol. 13, no. 12, 2018, pp. 1–16. Web.

Pate, Adam N. et al. “Measurement of Grit and Correlation to Student Pharmacist Academic Performance.” American Journal of Pharmaceutical Education, vol. 81, no. 6, 2017, p. 105. Web.

Wei, Hongjun et al. “Understanding the Relationship Between Grit And Foreign Language Performance Among Middle School Students: The Roles Of Foreign Language Enjoyment And Classroom Environment.” Frontiers in Psychology, vol. 10, 2019, pp. 1–8. Web.

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PsychologyWriting. (2022, February 26). The Concept of Grit. Retrieved from https://psychologywriting.com/the-concept-of-grit/

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"The Concept of Grit." PsychologyWriting, 26 Feb. 2022, psychologywriting.com/the-concept-of-grit/.

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PsychologyWriting. (2022) 'The Concept of Grit'. 26 February.

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PsychologyWriting. 2022. "The Concept of Grit." February 26, 2022. https://psychologywriting.com/the-concept-of-grit/.

1. PsychologyWriting. "The Concept of Grit." February 26, 2022. https://psychologywriting.com/the-concept-of-grit/.


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PsychologyWriting. "The Concept of Grit." February 26, 2022. https://psychologywriting.com/the-concept-of-grit/.