Adolescent Academic Achievement: A Model of Social Support and Grit

Autor/inn/en	Clark, Kelly N.; Dorio, Nicole B.; Eldridge, Morgan A.; Malecki, Christine K.; Demaray, Michelle K.
Titel	Adolescent Academic Achievement: A Model of Social Support and Grit
Quelle	In: Psychology in the Schools, 57 (2020) 2, S.204-221 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clark, Kelly N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22318
Schlagwörter	Adolescents; Academic Achievement; Social Support Groups; Academic Persistence; Gender Differences; Instructional Program Divisions; Socioeconomic Status; Special Education; High School Students + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulleistung; Social support; Soziale Unterstützung; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Special needs education; Sonderpädagogik; Sonderschulwesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Grit has been defined as passionate perseverance toward long-term challenging goals and it is associated with various positive outcomes for youth, including academic achievement. However, less is known about these associations for the two facets of grit (i.e., perseverance of effort, consistency of interest) and few studies have examined the link between grit and perceived social support. The present study examined the group-level demographic differences (i.e., gender, grade, socioeconomic status, and special education status) of grit in a high school sample (N = 1,077). In addition, direct associations between grit and perceived social support from multiple sources (i.e., teacher, classmate, parent) were examined, as well as a potential enhancing effect of social support as a moderator of the relation between grit and academic achievement. Results indicated positive associations among grit and its facets with social support from parents and classmates. Furthermore, the positive relation between grit and achievement was stronger for students reporting high social support from teachers, but not other sources (i.e., classmates, parents). Practical and theoretical implications for promoting student success are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01