Many researchers argue that grit a non-cognitive skill is important for students
to perform better academically and to improve their skills. It is also believed that
once students have grit, they will be able to overcome their setbacks and cope up
with failure, because they believe that they can improve their abilities and
succeed. However, being a new scientific study there has been a few studies in
this field. The purpose of this thesis is to draw the attention to the importance of
grit as a non-cognitive skill that enables students to overcome setbacks and cope
with failure. Also, grit enables students to believe in their abilities that they can
improve and succeed. This can be considered important for educational policy
makers to focus on grit as an equal to cognitive skill, in order to develop grit in
students to become high achievers.
https://www.base-search.net/Record/
c2696c9b28beb5748caebdfec759fda8ebdbc249dd0f53005581ca85880db431/
Recent popular and academic attention is being given to the role that grit plays in
important student outcomes. While gritty individuals are more likely to engage in
deliberate practice and maintain commitment in the face of setbacks, what remains
unclear are the cognitive processes linking grit and academic performance. Identifying the
cognitive processes can play an important role in helping both students and educators
apply grit in productive ways.
https://journals.sagepub.com/doi/full/10.1177/1052562918804282
This study focuses on the relation between commitment of academic-related
goals (i.e., concrete goals related to academic learning and achievement) and
academic achievement. Preliminary evidence supports the assumption that
the combination of academic-related goal commitment and grit will result in
strong academic achievement. For example, one study found that a sample of
student athletes had a high level of sport grit, but low levels of school grit and
general grit (Cormier et al. 2019).
https://link.springer.com/article/10.1007/s10964-020-01348-1
This study examined the structural relationship between age, grit (i.e., perseverance of
effort and consistency of interest), conscientiousness, self-control, and school success of
female students at an Open University in Korea. Conscientiousness and self-control were
found to be positively correlated with grit factors and they had negative effects on
academic maladjustment through perseverance of effort. Age had both direct and indirect
effects on grit and academic success of the students.
https://journals.sagepub.com/doi/abs/10.1177/0033294117734834
As a personality trait, grit involves the tendency to strive to achieve long-term goals with continual
passion and perseverance and plays an extremely crucial role in personal achievement. However, the
neural mechanisms of grit remain largely unknown. In this study, we aimed to explore the association
between grit and the fractional amplitude of low-frequency fluctuations (fALFF) in 217 healthy
adolescent students using resting-state functional magnetic resonance imaging (RS-fMRI). We found
that an individual’s grit was negatively related to the regional fALFF in the right dorsomedial
prefrontal cortex (DMPFC), which is involved in self-regulation, planning, goal setting and
maintenance, and counterfactual thinking for reflecting on past failures.
https://academic.oup.com/scan/article/12/3/452/2593640
The construct of grit, broadly defined as perseverance and passion for long-term goals, has recently
been shown to predict a variety of achievement outcomes above and beyond traditional measures
like IQ and SAT Although research on grit is in its infancy, it has a distinguished ancestry. Turn-of-the-
nineteenth-century philosophers and psychologists like William James, Sir Francis Galton, and Lewis
Terman, were all.
https://muse.jhu.edu/article/640608/summary
In recent years, grit has drawn increasing attention from both researchers and
practitioners. As an important noncognitive indicator, grit has been used to understand
individual success and performance in various fields. However, past empirical research has
shown inconsistent findings on the relationship between grit and academic achievement.
This study aims to review and synthesize past empirical findings on the relationship
between grit and academic achievement.
https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22302
The construct of grit has been described as a resource of psychological
strength, which is unique and integral to Finnish culture and the collective
academic discourse. In fact, the Finnish word sisu, which is often translated as
grit, denotes a determination to overcome adversity and is perceived by Finns
as a hallmark of their national character. With grit, Finnish people survived
through the harsh, cold winter and invasion of Soviet Union, and became one
of the most technically advanced and happiest countries in the world Despite
the prominent role of grit in academic learning in general and in Finnish
culture specifically, few empirical studies using a longitudinal research design
have examined the factors that promote grit among adolescents and in
particular in the Finnish school setting.
https://link.springer.com/article/10.1007/s10964-019-00998-0
The present study explored the mechanism of how students’ traits manifest
their learning behaviors and academic performance. Participants were 3107
7th grade high school students from a large city in mainland China. A
multilayer model was designed wherein grit was at the trait layer, and
academic self-efficacy, as well as cognitive learning strategies, were at state
and behavior layers.
https://link.springer.com/article/10.1007/s12144-020-01306-x
This article examines the academic performance of secondary school students from the
perspectives of grit and mindset through a detailed review of the literature. What makes a
learner resilient? Persistent? Willing to take on academic challenges? The research on grit
and mindset provides an understanding of why many secondary students struggle
academically. Whereas Duckworth discusses persistence and resilience, Dweck compares
fixed versus growth mindsets, the willingness to take on academic challenges and belief in
oneself as a learner. Teaching strategies and materials that can help students increase
persistence and build a growth mindset are presented as keys to successfully affecting
academic performance.
https://journals.sagepub.com/doi/full/10.1177/2158244017745111
Grit, or the perseverance and passion for long-term goals, has been associated
with successful pursuits in academics, competitions, and professions outside
of pharmacy. The fortitude needed to withstand tremendous physical, mental,
and emotional stressors may be better predicted by grit than other factors. In
those who demonstrate grit, a combination of factors may reflect academic
achievement. It appears that achievement results when talent and effort are
combined, with particular attention being paid to effort, as it is a function of
the direction, duration, and intensity of a personʼs actions toward a goal. It
appears that grit may be a good discriminating factor when evaluating
individuals in other professions. The objective of this short commentary is to
provide an introduction to the non-pharmacy literature surrounding grit and
to suggest its applications in pharmacy.
https://www.sciencedirect.com/science/article/abs/pii/S1877129716300855
https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1679202
https://www.sciencedirect.com/science/article/pii/S1041608019300937#bb0310
https://www.base-search.net/Record/
c2696c9b28beb5748caebdfec759fda8ebdbc249dd0f53005581ca85880db431/
https://journals.sagepub.com/doi/abs/10.1177/0033294117734834
https://link.springer.com/article/10.1007/s10964-020-01348-1#citeas
