Wolters & Hussain (2015)

To investigate the relationship between grit and students’ self-regulated learning and academic achievement

Cross-sectional study

N = 213 university students (88% female;

29% Hispanic, 21% African-American)

Correlation, multiple regressions.

Grit-PE was a predictor for all indicators of SRL (value, self-efficacy, cognitive, metacognitive, motivational, time and study environment management strategies, and procrastination).

Grit-CI was associated only with the latter two facets of SRL.

Grit-PE predicted achievement before, but not after, accounting for SRL.

Vela, Lu, Lenz, & Hinojosa (2015)

To examine the extent to which meaning in life, search for meaning in life, hope, and family importance predict Latina/o college students’ psychological grit.

Cross-sectional survey

N = 128 undergraduate students from the Hispanic Serving Institution; 59% females; 56% Latino/Hispanic, 24% Mexican American; 41% second generation, 12% first-generation.

Multiple regression

Hope was the strongest positive predictor of student grit. Search for meaning in life was a significant negative predictor of grit. Non-significant findings were detected for scores related to subjective happiness and perceptions of family importance.

Bowman, Hill, Denson & Bronkema (2015)

To examine the relationships between grit dimensions and various student outcomes.

2 Cross-sectional online surveys

Study 1

N = 417 Bowling Green State University undergraduate students (76% female)

Correlation, multiple regression, ordinary least squares regression, ordinal logit regression, t-tests.

Both grit subscales were associated with a lower expectation of changing majors, and only Grit-CI was related to less intent to change careers.

Grit-PE predicted greater academic adjustment, GPA, sense of belonging, satisfaction, and intent to persist in college, compared to Grit-CI

Study 2

N = 2,027 students:

n = 1,089 University of Wisconsin

at La Crosse students (72% females) and n = 938 BGSU students (76% females)

Correlations,

ordinary least squares regression, ordinal logit regression, blocked hierarchical regression.

Grit-PE was positively associated with faculty-student interaction, college satisfaction, and college GPA in both samples.

Grit-CI was negatively related to intent to change careers in both samples, and to intent to change majors at UWL.

Regression coefficients predicting all continuous outcomes were significantly greater for Grit-PE than for Grit-CI.

Dixson, Worrell, Olszewski? Kubilius, & Subotnik, (2016)

To examine the contributions of three psychosocial variables―grit, hope and academic self-efficacy, ―to the prediction of academic achievement above and beyond the contributions of demographic variables and perceived ability.

Cross-sectional study

N = 609 academically talented adolescent students (42.3% male; 62.3% Asian Americans)

CFA, hierarchical regression analysis

Grit contributed the least amount of variance to both perceived ability and academic achievement.

Hope and academic self-efficacy were significant predictors of perceived ability, but grit did not contribute.

Grit-PE had a positive moderate association with academic achievement, with Grit-CI manifesting similar but negative association.

Dumfart & Neubauer (2016)

To investigate whether non-cognitive traits have incremental validity over intelligence and conscientiousness in terms of individual school achievement.

Cross-sectional study

N = 361 secondary high school students in Austria (171 girls, 190 boys)

CFA,

bivariate correlations, hierarchical regressions

Grit weakly to moderately positively correlated with GPA, science, and languages score.

The incremental contribution of grit to the prediction of GPA, science or languages over and above intelligence and conscientiousness was not significant.