Department of Special Education and Counselling, Integrated Centre for Wellbeing, The Education University of Hong Kong.
Department of Curriculum and Instruction, The Education University of Hong Kong.
Sch Psychol. 2021 May;36(3):190-195. doi: 10.1037/spq0000433.
This research examines the cross-cultural differences on triarchic model of grit (TMG) dimensions (i.e., ) and the associations of grit with academic engagement in Math and Science among secondary school students in one secondary school in Hong Kong ( = 101; M age = 12.44; = .60), nine secondary schools in Philippines ( = 575; = 14.66; = .83), and two secondary schools in mainland China ( = 710; = 13.39; = .56). Result of structural equation modeling via maximum likelihood estimation approach demonstrated that although all TMG dimensions were related to higher engagement in Math and Science, adaptability served as the strongest predictor of these outcomes even after controlling for the participants' cultural settings and conscientiousness. Consistency served as the weakest correlate of engagement outcomes. Conscientiousness, settings, and TMG dimensions explained 46% and 50% of the variance in Math and Science academic engagement respectively. These results provide additional evidence regarding the generalizability of TMG in non-Western societies. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
本研究考察了坚毅的三因素模型（TMG）维度（即）在文化间的差异，以及坚毅与香港一所中学（= 101；M 年龄= 12.44；=.60）、菲律宾九所中学（= 575；= 14.66；=.83）和中国大陆两所中学（= 710；= 13.39；=.56）的学生在数学和科学学科中的学业参与度的关系。通过最大似然估计方法进行的结构方程模型的结果表明，尽管 TMG 的所有维度都与更高的数学和科学参与度相关，但在控制参与者的文化背景和尽责性后，适应性仍然是这些结果的最强预测因素。坚韧性是与参与度结果相关性最弱的维度。尽责性、文化背景和 TMG 维度分别解释了数学和科学学业参与度 46%和 50%的方差。这些结果为 TMG 在非西方社会的普遍性提供了额外的证据。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
