Grit and Self-Discipline as Predictors of Effort and Academic Attainment

Autor/inn/en	Hagger, Martin S.; Hamilton, Kyra
Titel	Grit and Self-Discipline as Predictors of Effort and Academic Attainment
Quelle	In: British Journal of Educational Psychology, 89 (2019) 2, S.324-342 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hagger, Martin S.) ORCID (Hamilton, Kyra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12241
Schlagwörter	Science Education; Grades (Scholastic); Personality Traits; Predictor Variables; Learning Activities; Informal Education; Correlation; Secondary School Students; Path Analysis; Educational Attainment; Student Attitudes; Self Evaluation (Individuals); Student Motivation; Self Management; Science Achievement + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Notenspiegel; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Prädiktor; Lernaktivität; Informelle Bildung; Nichtformale Bildung; Korrelation; Sekundarschüler; Pfadanalyse; Bildungsabschluss; Bildungsgut; Schülerverhalten; Schulische Motivation; Selbstmanagement
Abstract	Background: Beyond ability, traits related to perseverance, such as grit and self-discipline, are associated with adaptive educational outcomes. Few studies have examined the independent effects of these traits on outcomes and the mechanisms involved. Aims: This study estimated parameters of a process model in which grit-perseverance of effort (grit-effort) and consistency of interest (grit-interest) dimensions and self-discipline were independent predictors of students' science grades. The effect of the grit-effort on grades was expected to be mediated by students' self-reported effort on optional out-of-school science learning activities. Sample: Secondary school students (N = 110) aged between 12 and 14 years. Methods: The study adopted a correlational design with measures taken on three occasions. Students completed self-report measures of grit and self-discipline early in the semester and effort on optional out-of-school learning activities 5 weeks later. Students' science grades were collected at the end of the semester. Data were analysed using Bayesian path analyses using non-informative and informative priors derived from previous research. Results: Consistent with predictions, we found effects of grit-effort on science grades mediated by effort, and self-discipline on grades. Contrary to predictions, we also found an effect of self-discipline on grades mediated by effort. Zero was a credible value for direct effects of grit-effort on grades, and grit-interest on effort and grades. Conclusions: Results suggest grit-effort and self-discipline relate to effort on educational activities linked to better grades. The direct effect of self-discipline on grades suggests that it may be related to other activities that determine science attainment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01