| | To examine the interrelationships among gender, grit, and math confidence for student performance on a pre-post quantitative skills assessment and overall performance in an undergraduate University course. | Pre-post study design | N = 169 students enrolled in a 2nd year introductory ecology course at a University in Canada. | Two-sample Fisher-Pitman Permutation tests, Multiple linear Regression, Correlation. | Grit was positively associated with exam scores in the course. The effect of grit on performance was mediated by math confidence (as math confidence increased, the positive effect of grit decreased). |
| | To examine whether four psychosocial variables (grit, growth mindset, ethnic identity, and other group orientation) correlate, predict, and contribute incremental variance to academic achievement beyond socioeconomic status (SES) and other demographic variables | Cross-sectional survey | N = 105 (59% female) high achieving African American high school students (cumulative GPA > 3.0) | Bivariate correlation, hierarchical multiple regression. | Grit-PE and Grit-CI showed non-significant correlations with academic achievement and did not comprise significant predictors. |
| | To explore the predictive validity of self-reported and informant-reported grit on college outcomes. | Cross-sectional survey | N = 209 first-year undergraduate University students (72% women, 68% Caucasian) | Hierarchical multiple regression, logistic regression, ICC | Grit total scores significantly predicted GPA. Self-report grit total score inversely predicted change in major. Only Grit-PE predicted GPA compared to Grit-CI. Lower grit scores were linked with a higher likelihood to change majors, with only Grit-CI being a significant predictor. |