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

被引:181
作者
Tang, Xin [1 ]
Wang, Ming-Te [2 ,3 ,4 ]
Guo, Jiesi [5 ]
Salmela-Aro, Katariina [1 ]
机构
[1] Univ Helsinki, Fac Educ Sci, Helsinki, Finland
[2] Univ Pittsburgh, Dept Psychol, Pittsburgh, PA 15260 USA
[3] Univ Pittsburgh, Dept Educ, Pittsburgh, PA USA
[4] Univ Pittsburgh, Learning Res & Dev Ctr, Pittsburgh, PA USA
[5] Australian Catholic Univ, Inst Posit Psychol & Educ, Sydney, NSW, Australia
基金
芬兰科学院;
关键词
Grit; Growth mindset; Goal commitment; Longitudinal data; GPA; Engagement; COGNITIVE ENGAGEMENT; GOAL ORIENTATIONS; SELF-REGULATION; ACHIEVEMENT; SCHOOL; PERSONALITY; MOTIVATION; PREDICT; ASSOCIATIONS; TRAJECTORIES;
D O I
10.1007/s10964-019-00998-0
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
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.
引用
收藏
页码:850 / 863
页数:14
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