Grit and self-discipline as predictors of effort and academic attainment
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 proce...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
2018
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| Online Access: | http://hdl.handle.net/20.500.11937/72488 |
| _version_ | 1848762763209342976 |
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| author | Hagger, Martin Hamilton, K. |
| author_facet | Hagger, Martin Hamilton, K. |
| author_sort | Hagger, Martin |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T10:52:44Z |
| format | Journal Article |
| id | curtin-20.500.11937-72488 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:52:44Z |
| publishDate | 2018 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-724882019-07-02T07:58:28Z Grit and self-discipline as predictors of effort and academic attainment Hagger, Martin Hamilton, K. 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. 2018 Journal Article http://hdl.handle.net/20.500.11937/72488 10.1111/bjep.12241 restricted |
| spellingShingle | Hagger, Martin Hamilton, K. Grit and self-discipline as predictors of effort and academic attainment |
| title | Grit and self-discipline as predictors of effort and academic attainment |
| title_full | Grit and self-discipline as predictors of effort and academic attainment |
| title_fullStr | Grit and self-discipline as predictors of effort and academic attainment |
| title_full_unstemmed | Grit and self-discipline as predictors of effort and academic attainment |
| title_short | Grit and self-discipline as predictors of effort and academic attainment |
| title_sort | grit and self-discipline as predictors of effort and academic attainment |
| url | http://hdl.handle.net/20.500.11937/72488 |