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ERIC Number: EJ1146531
Record Type: Journal
Publication Date: 2017-Jul
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0022-0663
How True Is Grit? Assessing Its Relations to High School and College Students' Personality Characteristics, Self-Regulation, Engagement, and Achievement
Muenks, Katherine; Wigfield, Allan; Yang, Ji Seung; O'Neal, Colleen R.
Journal of Educational Psychology, v109 n5 p599-620 Jul 2017
Duckworth, Peterson, Matthews, and Kelly (2007) defined "grit" as one's passion and perseverance toward long-term goals. They proposed that it consists of 2 components: consistency of interests and perseverance of effort. In a high school and college student sample, we used a multidimensional item response theory approach to examine (a) the factor structure of grit, and (b) grit's relations to and overlap with conceptually and operationally similar constructs in the personality, self-regulation, and engagement literatures, including self-control, conscientiousness, cognitive self-regulation, effort regulation, behavioral engagement, and behavioral disaffection. A series of multiple regression analyses with factor scores was used to examine (c) grit's prediction of end-of-semester course grades. Findings indicated that grit's factor structure differed to some degree across high school and college students. Students' grit overlapped empirically with their concurrently reported self-control, self-regulation, and engagement. Students' perseverance of effort (but not their consistency of interests) predicted their later grades, although other self-regulation and engagement variables were stronger predictors of students' grades than was grit.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: 1534846