Literaturnachweis - Detailanzeige
Autor/inn/en | Datu, Jesus Alfonso D.; Restubog, Simon Lloyd D. |
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Titel | The Emotional Pay-Off of Staying Gritty: Linking Grit with Social-Emotional Learning and Emotional Well-Being |
Quelle | In: British Journal of Guidance & Counselling, 48 (2020) 5, S.697-708 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0306-9885 |
DOI | 10.1080/03069885.2020.1758922 |
Schlagwörter | Resilience (Psychology); Social Emotional Learning; Well Being; Psychological Patterns; High School Students; Foreign Countries; Persistence; Adjustment (to Environment); Personality Traits; Predictor Variables; Affective Measures; Philippines; Positive and Negative Affect Schedule |
Abstract | There is a dearth of research on how alternative models of grit predict well-being outcomes. In this research, we examine associations among the "Triarchic Model of Grit" dimensions (i.e. perseverance of effort, consistency of interests, and adaptability to situations) and positive and negative emotions. We also explore the mediating role of social-emotional learning in these relationships. Data collected from 1351 high school students from the Philippines showed that "perseverance" and "adaptability" were positively related to social-emotional learning, while "consistency" was negatively associated with social-emotional learning. Further analysis showed that "perseverance" and "adaptability" were indirectly related to positive emotions via social-emotional learning. Overall, these findings demonstrate the need to adopt culturally-sensitive models of grit for student populations in Asian cultural contexts. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |