O’Neal, Espino, Goldthrite, Morin, Weston, Hernandez & Fuhrmann (2016)	To explore stress, depression, grit, and academic success among non-citizen and citizen Latina/o first-generation College students.	Cross-sectional study	N = 264 first generation college students (180 citizen, 84 non-citizens, 59.5% undocumented and 40.5% legal U.S. residents or with temporary protected status). [n = 47 interviewed (18 males and 29 females, 21 non-citizens and 26 citizens, Mage = 21)]	Mixed methods: Correlations and regressions. Thematic content analysis	Grit only had a significant relation with achievement for non-citizens and was negatively correlated with depression for all participants. Depression was higher at lower levels of grit for non-citizens **** All participants exhibited grit by working hard to achieve their goals, and proving others wrong. Part of their grit stemmed from their families and communities. Non-citizens employed grit to finance higher education, and succeed in college.
Hill, Burrow & Bronk (2016)	To explore the role of purpose and positive affect in predicting levels of grit in students, and examine the longitudinal relationships between these three constructs.	Cross-sectional survey	N = 337 seven Canadian undergraduate from Canadian university; 1st or 2^nd year of school (82%); 75% female, 62% White	Correlations, multiple regression	When controlling for all Big Five traits, partial correlations with grit were significant for both purpose and positive affect. These variables were unique and independent predictors of grit.
Hill, Burrow & Bronk (2016)		Longitudinal survey	N = 165 undergraduates (63.6% female; 93.3% white; 73.3 % participated again 3 months later.	Correlations, regressions, cross-lagged model	Grit was correlated positively with purpose commitment and positive affect, which were unique positive predictors of grit in T1, but only purpose predicted T2 grit.
Hodge, Wright, & Bennett, (2017)	To investigate the role of grit in improving academic outcomes (academic engagement and productivity) within the university setting, and explore whether demographic variables moderate the relationship between grit and academic success.	Cross sectional electronic survey	N = 395 Australian university students (87% females).	Hierarchical regression, SEM, mediation analysis.	Both Grit-PE and Grit-CI correlated positively with academic engagement and productivity. Being the first in family to attend university was weakly associated with an increased level of Grit-PE. Grit-PE, but not Grit-CI had a small significant contribution to the prediction of academic productivity. Both subscale scores significantly predicted engagement, but Grit-PE contributed more than twice in explaining engagement compared to Grit-CI.
Hwang, Lim, & Ha (2017)	To examined the structural relationship between age, grit, conscientiousness, self-control, and academic success, and explore whether grit mediates personality and academic maladjustment.	Cross-sectional survey	N = 509 female students from an Open University in South Korea.	Correlations, CFA, SEM	Grit-PE was negatively correlated with academic maladjustment, and had a positive indirect effect on GPA scores. Grit-PE was a better predictor of academic adjustment and GPA than Grit-CI. Conscientiousness and self-control had negative effects on academic maladjustment through Grit-PE.
Lee & Sohn (2017)	To examine the effects of grit and deliberate practice on academic achievement and career attitudes in a Korean context	Cross-sectional electronic survey	N = 253 students taking a psychology class at a college in Seoul, South Korea (53.4% female).	Correlation, hierarchical multiple regression	Grit was associated with higher grades, and this relationship was mediated by deliberate practice. Grit was a significant predictor of career preparation behavior, when academic year and Big Five personality traits were controlled for.