Grit and self‐discipline as predictors of effort and academic attainment

Abstract

Background:

Beyond ability, traits related to perseverance, such as grit and self‐discipline, are associated with adaptive educational outcomes. Few studies have examined the independent effects of these traits on outcomes and the mechanisms involved. Aims:

This study estimated parameters of a process model in which grit‐perseverance of effort (grit‐effort) and consistency of interest (grit‐interest) dimensions and self‐discipline were independent predictors of students’ science grades. The effect of the grit‐effort on grades was expected to be mediated by students’ self‐reported effort on optional out‐of‐school science learning activities. Sample:

Secondary school students (N = 110) aged between 12 and 14 years. Methods:

The study adopted a correlational design with measures taken on three occasions. Students completed self‐report measures of grit and self‐discipline early in the semester and effort on optional out‐of‐school learning activities 5 weeks later. Students’ science grades were collected at the end of the semester. Data were analysed using Bayesian path analyses using non‐informative and informative priors derived from previous research. Results:

Consistent with predictions, we found effects of grit‐effort on science grades mediated by effort, and self‐discipline on grades. Contrary to predictions, we also found an effect of self‐discipline on grades mediated by effort. Zero was a credible value for direct effects of grit‐effort on grades, and grit‐interest on effort and grades. Conclusions:

Results suggest grit‐effort and self‐discipline relate to effort on educational activities linked to better grades. The direct effect of self‐discipline on grades suggests that it may be related to other activities that determine science attainment.