| 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. |
| 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 2nd 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. |
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. | ||
| 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. |
| 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. |
| 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. |