Are gritty students academically engaged in math and science?

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Document Type

Article

Source Title

School Psychology

Volume

36

Issue

3

First Page

190

Last Page

195

Publication Date

2021

Abstract

This research examines the cross-cultural differences on triarchic model of grit (TMG) dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) and the associations of grit with academic engagement in Math and Science among secondary school students in one secondary school in Hong Kong (n = 101; Mage = 12.44; SD = .60), nine secondary schools in Philippines (n = 575;
Mage = 14.66; SD = .83), and two secondary schools in mainland China (n = 710; Mage = 13.39; SD =.56). Result of structural equation modeling via maximum likelihood estimation approach demonstrated that although all TMG dimensions were related to higher engagement in Math and Science, adaptability served
as the strongest predictor of these outcomes even after controlling for the participants’ cultural settings and conscientiousness. Consistency served as the weakest correlate of engagement outcomes. Conscientiousness, settings, and TMG dimensions explained 46% and 50% of the variance in Math and Science academic
engagement respectively. These results provide additional evidence regarding the generalizability of TMG in non-Western societies.

html

Disciplines

Psychology

Keywords

Courage; Academic achievement; Personality and academic achievement; Students—Psychology

Upload File

wf_no

This document is currently not available here.

Share

COinS