Laboratory of Self-Regulation and Health Psychology and Behavioural Medicine Research Group, School of Psychology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia.
School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia.
Br J Educ Psychol. 2019 Jun;89(2):324-342. doi: 10.1111/bjep.12241. Epub 2018 Aug 13.
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.
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.
Secondary school students (N = 110) aged between 12 and 14 years.
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.
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.
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.
除了能力之外，与毅力相关的特质，如坚毅和自律，也与适应性教育成果有关。很少有研究探讨这些特质对结果的独立影响及其涉及的机制。
本研究估计了一个过程模型的参数，其中坚毅-努力坚持（坚毅-努力）和兴趣一致性（坚毅-兴趣）维度以及自律是学生科学成绩的独立预测因素。预计坚毅-努力对成绩的影响将通过学生自我报告的课外科学学习活动中的努力来中介。
年龄在 12 至 14 岁之间的中学学生（N=110）。
本研究采用了相关设计，在三个时间点进行了测量。学生在学期初完成了坚毅和自律的自我报告测量，5 周后完成了课外学习活动中的努力测量。学生的科学成绩在学期末收集。使用贝叶斯路径分析对数据进行了分析，使用了从先前研究中得出的非信息和信息先验的无偏和有偏先验。
与预测一致，我们发现坚毅-努力对科学成绩的影响通过努力来中介，自律对成绩的影响也是如此。与预测相反，我们还发现自律对成绩的影响通过努力来中介。直接效应的零是可信的，即坚毅-努力对成绩和坚毅-兴趣对努力和成绩的直接效应。
结果表明，坚毅-努力和自律与与更好成绩相关的教育活动中的努力有关。自律对成绩的直接影响表明，它可能与决定科学成就的其他活动有关。
