Lin & Chang (2017)

To explore the relationship between grit and academic performance and satisfaction, and to examine whether personality, family influence, and democratic parenting style predict grit.

Cross-sectional survey

N = 1504 10th grade Taiwanese students from a private comprehensive high school

Multiple linear regression

Grittier students tended to self-report higher academic performance and increased academic satisfaction.

High performers scored higher on Grit-PE and Grit-CI.

Grit was significantly predicted by family influence and the Big Five personality traits apart from Extraversion. Conscientiousness was the most powerful predictor.

Muenks, Wigfield, Yang, & O’Neal (2017)

To examine (a) the factor structure of grit, (b) its relation to similar constructs, and (c) its predictive power for end-of-semester course grades.

Cross-sectional survey

Sample 1: N = 203 high school juniors

(50.7% female, 61.6% White).

Sample 2: N = 336 undergraduate students

(74.4% female, 58.1% White) from a mid-Atlantic university.

Multidimensional item response

theory, multiple regression analyses

a) Bifactor model of grit as a single latent construct with 2 subscales (Grit-PE and Grit-CI) fit best in college sample, whereas the 2-correlated model fit best in high school sample.

b) For both samples Grit-PE predicted grades more strongly than Grit-CI.

c) High school Grit-PE overlapped most with self-control, cognitive self-regulation, and behavioral engagement.

College Grit-PE overlapped with self-control and conscientiousness, while Grit-CI overlapped more with cognitive self-regulation, effort regulation, behavioral engagement, and behavioral disaffection.

Oriol, Miranda, Oyanedel, & Torres (2017)

To observe the effect of grit and self-control on academic self-efficacy and satisfaction with school.

Cross-sectional survey

N = 5681 primary school students (50.1% males), and

N = 10,017 secondary school students (50.5% females) from Lima, Peru.

SEM

Grit is related to academic-self efficacy at both educational levels, but only with satisfaction with school at secondary school level.

Pate, Payakachat, Harrell, Pate, Caldwell, & Franks (2017)

To explore the association of grit with academic performance measures in pharmacy students.

Cross-sectional, electronic survey

N = 724 student pharmacists (69% female, 85% White) from three US public Colleges of Pharmacy

Multinomial Logistic Regression

Grit-total score was an independent predictor of high academic performance. High performing students reported high scores in both Grit subscales (CI and PE). Low performers showed lower scores in both Grit subscales.

Park, Tsukayama, Goodwin, Patrick, & Duckworth (2017)

To explore whether interpersonal character would predict positive peer relations, intrapersonal character would predict higher report card grades, and intellectual character would predict active class participation.

Prospective, longitudinal study

Study 1

N = 491 5th-8th grade students (55% female, 65% Hispanic) from 2 middle schools rated by teachers

EFA,

longitudinal multiple regression

Intrapersonal character (grit and

academic self-control) predicted both

class participation and academic achievement

Character strengths (interpersonal, intellectual, and intrapersonal) are highly related, but are distinct enough to differentially predict outcomes one year later.

To confirm the tripartite taxonomy of character based on student reports.

prospective, longitudinal study

Study 2

N = 420 6th-8th grade students (49% female; 86% Hispanic)

CFA,

longitudinal multiple regression

Each of the three character factors were positively correlated with GPA at the end of school year over and above demographic covariates and cognitive ability. Only intrapersonal character remained a significant predictor of growth in GPA.

To examine the predictive power of each character factor after accounting for baseline outcomes and explore convergence between character factors and Big Five personality dimensions.

prospective, longitudinal study

Study 3

N = 1,507 4th through 8th grade students (52% female; 37% were Hispanic)

Simultaneous

regression, multiple regression

Students high in intrapersonal character earned higher grades. Intrapersonal character was the strongest correlate of Conscientiousness.