Validating the Chinese Version of the Academic Grit Scale in Selected Adolescents

Autor/inn/en	Tang, Hui; Zhou, Shujing; Du, Xiaoqing; Mo, Qiyun; Xing, Qiang
Titel	Validating the Chinese Version of the Academic Grit Scale in Selected Adolescents
Quelle	In: Journal of Psychoeducational Assessment, 41 (2023) 2, S.153-174 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Hui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829221129078
Schlagwörter	Foreign Countries; Adolescents; Resilience (Psychology); Persistence; Individual Characteristics; Measures (Individuals); Validity; Factor Structure; Academic Achievement; Learner Engagement; China + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausdauer; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Messdaten; Gültigkeit; Faktorenstruktur; Schulleistung
Abstract	This study evaluated the factor structure, measurement invariance, criterion-related and incremental validity of the Chinese version of the Academic Grit Scale (AGS) among 723 adolescents from mainland China. Results of exploratory and confirmatory factor analyses supported the single-factor model, exhibiting scalar invariance across gender and partial scalar invariance across groups (i.e., middle and high school students). The AGS total score showed internal consistency and temporal stability when used one month later. Moreover, academic grit was shown to be positively correlated with academic achievement, general grit, and dimensional student engagement. Academic grit also predicted academic achievement after isolating the effects of the related variables (i.e., general grit and student engagement) and overlapping components of academic grit and the related variables. Overall, the Chinese version of the AGS demonstrated adequate reliability and validity and was shown to be a useful tool for examining academic grit in Chinese adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01