Are gritty students academically engaged in math and science?
Sch Psychol
; 36(3): 190-195, 2021 May.
Article
em En
| MEDLINE
| ID: mdl-34014701
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; M age = 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. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Sucesso Acadêmico
Tipo de estudo:
Prognostic_studies
Limite:
Adolescent
/
Child
/
Humans
País/Região como assunto:
Asia
Idioma:
En
Revista:
Sch Psychol
Ano de publicação:
2021
Tipo de documento:
Article