NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1139902
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1935-7869
How Well Do Trait Measures of Achievement Predict Students' Perceptions of the Link between Personal Effort and Academic Performance?
Gray, Jennifer P.; Mannahan, Kimberly Kinsey
Journal of Effective Teaching, v17 n1 p16-27 2017
The concept of Grit has gained momentum in the last several years as a better predictor of achievement than traditional measures, such as IQ. Duckworth, et al. (2007) found grit to be positively correlated to the Big Five personality dimension of conscientiousness, but not to IQ, causing the authors to hypothesize that grit is a good noncognitive supplemental predictor of academic success. The current study is a continuing interdisciplinary investigation of the relationship between college students' perceptions of the link between personal effort and academic performance, and the influence of trait measures such as grit and the Big Five personality dimensions on students' perceptions of the link between personal effort and academic performance (Mannahan & Gray, 2015). Results indicated a significant positive correlation between grit and motivation and a significant positive correlation between conscientiousness and motivation, but conscientiousness did not relate to any other items on the Effort and Performance Inventory. Similar to the findings of Duckworth, et al. (2007), grit was correlated with conscientiousness, but conversely, grit was not related to most of our measures of perceptions of personal effort and academic performance.
Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A