Grit and Academic Achievement: A Comparative Cross-Cultural Meta-Analysis

Autor/inn/en	Lam, Kelly Ka Lai; Zhou, Mingming
Titel	Grit and Academic Achievement: A Comparative Cross-Cultural Meta-Analysis
Quelle	In: Journal of Educational Psychology, 114 (2022) 3, S.597-621 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lam, Kelly Ka Lai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000699
Schlagwörter	Personality Traits; Academic Persistence; Academic Achievement; Correlation; Individualism; Collectivism; Measures (Individuals); Meta Analysis; Measurement Techniques; Student Interests; Student Motivation; Standardized Tests; Comparative Analysis; Cultural Differences; Confucianism; Achievement Tests; Foreign Countries; Research Reports; Gender Differences; Elementary Secondary Education; Kindergarten; Instructional Program Divisions; Grade Point Average; Asian Culture; Western Civilization; Alternative Assessment; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulleistung; Korrelation; Individualismus; Messdaten; Meta-analysis; Metaanalyse; Messtechnik; Studieninteresse; Schulische Motivation; Standadised tests; Standardisierter Test; Kultureller Unterschied; Konfuzianismus; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Research report; Forschungsbericht; Geschlechterkonflikt
Abstract	This review examined the relations between grit and academic achievement based on a meta-analysis of 137 studies yielding 156 dependent samples (N = 285,331). Using the robust variance estimation, we found that the correlations of overall grit level with academic achievement were generally weak to moderate (weighted r = 0.19). The correlation of perseverance of effort to achievement (weighted r = 0.21) was stronger than that of consistency of interest (weighted r = 0.08). Adopting a cross-cultural perspective in reviewing these findings, we concluded that the associations between overall grit/2 facets and academic achievement did not differ across individualism-collectivism. We also investigated 7 other moderators, including grit measurement, types of achievement measures, publication type, educational levels, research design, study quality, and the female ratio of sampling in the grit-achievement relationship. After controlling for all proposed moderators, no significant moderators were found in the overall grit-achievement link or the consistency of interest-achievement link. There was a significantly stronger association between perseverance of effort and academic achievement in nonstandardized measures than in standardized measures. Theoretical and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01