Predicting academic success based on perseverance and passion for long-term goals (grit) among nursing students: Is there a cultural context?

BACKGROUND

The grit concept encompasses passion, i.e., the degree in which people maintain their passion for the same goal over long periods of time, and perseverance, i.e., the degree to which people make an effort to achieve the same goal over time. Studies show that people with higher grit have better outcomes in a variety of areas, including academic achievements.

OBJECTIVES

To examine whether grit may be used as an admission tool for predicting academic success and non-dropout among nursing students at a college, and whether it can be identified in a cultural context (Jewish and Arab students).

DESIGN

A descriptive, exploratory study was employed.

SETTING

The study was implemented in the Department of Nursing at a college in Israel.

PARTICIPANTS

237 nursing students in their second, third, or fourth year of studies participated in the study.

RESULTS

Grit meant that on average, scores out of 5 were quite high (passion = 3.56; perseverance = 4.00), with students rating themselves as being highly passionate about their studies and having high academic perseverance. Out of 100, the average college grade and clinical grade were relatively high as well (M = 84.66, range 68-95; M = 91.05, range 75-100 respectively), and were positively and significantly correlated. Significant weak positive correlations were found between the average college grade, passion scores, and total grit. No relationships were found for the clinical grade. The average college grade was found to be higher among Jewish students than among Arab ones, and higher among students who were born in Israel. Higher passion and higher total grit scores were predictive of a higher average college grade.

CONCLUSIONS

Passion and perseverance are qualities that may be associated with health professionals. Findings show cultural differences regarding grit. Therefore, larger studies are encouraged, in order to investigate such differences. Whether grit should be included in student assessment models remains to be determined.