Investigating Grit at a Non-Cognitive Predictor of College Success

Autor/inn/en	Akos, Patrick; Kretchmar, Jen
Titel	Investigating Grit at a Non-Cognitive Predictor of College Success
Quelle	In: Review of Higher Education, 40 (2017) 2, S.163-186 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
DOI	10.1353/rhe.2017.0000
Schlagwörter	Predictor Variables; Student Characteristics; Persistence; Grade Point Average; College Freshmen; Psychological Characteristics; Outcomes of Education; Predictive Validity; Scores; College Credits; Majors (Students); Multiple Regression Analysis; North Carolina + Suchen Sie Ihr Suchwort? Prädiktor; Ausdauer; Studienanfänger; Lernleistung; Schulerfolg; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung
Abstract	Admissions professionals have historically relied on measures of cognitive ability and academic achievement to make decisions about which applicants are admitted to their institutions. At the very least, selection on the basis of these factors (high school grades and standardized test scores) alone potentially decreases ethnic and socioeconomic diversity and underestimates the likelihood of success for many capable students. As a result of the shortcomings of these traditional measures, there is a growing interest in supplementing them with non-cognitive predictors of college success. New developments in the field of positive psychology may be especially well positioned to contribute with contemporary constructs and scale development. This article describes "grit" as consistsing of two separate dimensions: consistency of interest and perseverance of effort. The gritty individual pursues a given goal over years. Although non-cognitive factors and grit specifically show promising in predicting college success, many questions still remain. This article investigates the research questions: (1) Do self-reported grit scores predict first year GPA, as well as additional outcome variables including hours earned toward graduation and change in major? (2) Do informant-reported grit scores predict first year GPA, as well as additional outcome variables including hours earned toward graduation and change in major? (3) What is the relationship between self and informant grit scores? (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01