Oriol Xavier, Miranda Rafael, Oyanedel Juan C, Torres Javier
Facultad de Educación, Universidad Andres Bello, Santiago de Chile, Chile.
Departamento de Psicología, Universidad Continental, Huancayo, Peru.
Front Psychol. 2017 Oct 11;8:1716. doi: 10.3389/fpsyg.2017.01716. eCollection 2017.
Self-control and grit have become two of the most important variables that explain success in different aspects of people's daily life (Duckworth and Gross, 2014). Self-control promotes delayed gratification and directly influences thoughts, emotions, and impulses. On the other hand, grit enhances the achievement of goals through perseverance even before extreme external circumstances. Since both constructs are related, examining them together is compelling, as long as the different nuances that characterize each are taken into account. Two structural equation models (SEM) were conducted to observe the effect of self-control and grit on a more specific indicator of academic success (academic self-efficacy) and a more general indicator of school experience (satisfaction with school). The first model comprises 5,681 primary students ( = 9.05; = 0.79), and the second 10,017 secondary students ( = 14.20; = 1.04) from Lima, Peru. In both models, the influence of grit and self-control on school satisfaction was observed when taking self-efficacy as a mediator variable. The results show that grit and self-control have strong associations in both primary and secondary students. When estimating the covariance of both constructs, grit is related with academic-self efficacy at both educational stages, but only to satisfaction with school in secondary students. On the contrary, self-control shows a significant relationship with school satisfaction only in primary education. In turn, self-efficacy shows a mediating effect between grit and school satisfaction. After calculating the invariance of the models, differences are observed by gender in the relationships between variables. The results indicate that both constructs are strongly interrelated. Regarding the associations with the indicators of academic success, a need for timely interventions specific to each educational stage is observed.
自我控制和毅力已成为解释人们日常生活不同方面成功的两个最重要变量（达克沃思和格罗斯，2014年）。自我控制促进延迟满足，并直接影响思想、情感和冲动。另一方面，毅力即使在极端外部环境之前也能通过坚持不懈来提高目标的实现。由于这两个概念相互关联，只要考虑到每个概念的不同细微差别，将它们放在一起研究就很有吸引力。进行了两个结构方程模型（SEM），以观察自我控制和毅力对学业成功的一个更具体指标（学业自我效能感）和学校体验的一个更一般指标（对学校的满意度）的影响。第一个模型包括来自秘鲁利马的5681名小学生（平均年龄=9.05岁；标准差=0.79），第二个模型包括10017名中学生（平均年龄=14.20岁；标准差=1.04）。在这两个模型中，当将自我效能感作为中介变量时，观察到了毅力和自我控制对学校满意度的影响。结果表明，毅力和自我控制在小学生和中学生中都有很强的关联。在估计这两个概念的协方差时，毅力在两个教育阶段都与学业自我效能感相关，但仅与中学生对学校的满意度相关。相反，自我控制仅在小学教育中与学校满意度有显著关系。反过来，自我效能感在毅力和学校满意度之间起中介作用。在计算模型的不变性之后，观察到变量之间的关系存在性别差异。结果表明，这两个概念密切相关。关于与学业成功指标的关联，观察到需要针对每个教育阶段进行及时干预。
