Daegu Gyongbuk Institute of Science Technology (DGIST), Daegu 42988, Korea.
Department of Nursing, Dongnam Health University, Suwon 16328, Korea.
Int J Environ Res Public Health. 2021 May 18;18(10):5361. doi: 10.3390/ijerph18105361.
GRIT, which was conceptualized by the American psychologist Duckworth, was designed by grouping growth (G), resilience (R), intrinsic motivation (I), and tenacity (T), which means continuing to be patient and put in effort to achieve goals without being frustrated by adversity or failures experienced in the process of striving toward one's goals. The purpose of this study was to determine GRIT changes caused by participation of students majoring in science and engineering in taekwondo class. Effects of taekwondo ability on GRIT and academic achievement were also examined to determine structural relationships among taekwondo ability, GRIT, and academic achievement. We selected a total of 305 students (204 participants and 101 non-participants) as research subjects and conducted a GRIT (preliminary) measurement. After one-year of taekwondo class, we collected and statistically processed the data of GRIT (post) measurement, taekwondo ability, and academic achievement of the participants. Reliability analysis, technical statistics, paired sample t-test, correlation analysis, and path analysis were performed. Changes in the GRIT values of the participants were found to be greater than those of non-participants. It was also found that taekwondo ability, GRIT, and academic achievement had significant correlations with each other. Finally, it was found that the higher the taekwondo ability, the higher the academic achievement and the higher the GRIT. Moreover, the higher the GRIT, the higher the academic achievement. Taekwondo training increased the GRIT values of participants. In addition, the taekwondo ability had positive effects on GRIT and academic achievement. GRIT also had a positive effect on academic achievement. Thus, there were structural relationships among taekwondo ability, GRIT, and academic achievement.
坚毅，由美国心理学家 Duckworth 提出，通过将成长（G）、适应力（R）、内在动机（I）和坚韧（T）分组而设计，这意味着继续保持耐心并付出努力以实现目标，而不会因逆境或在努力实现目标的过程中遇到的失败而感到沮丧。本研究的目的是确定学生参加跆拳道课对坚毅的影响。还研究了跆拳道能力对坚毅和学业成绩的影响，以确定跆拳道能力、坚毅和学业成绩之间的结构关系。我们共选择了 305 名学生（204 名参与者和 101 名非参与者）作为研究对象，并进行了坚毅（初步）测量。在一年的跆拳道课程后，我们收集并统计处理了参与者的坚毅（后测）测量、跆拳道能力和学业成绩数据。进行了可靠性分析、技术统计、配对样本 t 检验、相关分析和路径分析。参与者的坚毅值变化大于非参与者。还发现跆拳道能力、坚毅和学业成绩彼此之间存在显著相关性。最后发现跆拳道能力越高，学业成绩和坚毅越高。此外，坚毅越高，学业成绩越高。跆拳道训练提高了参与者的坚毅值。此外，跆拳道能力对坚毅和学业成绩有积极影响。坚毅对学业成绩也有积极影响。因此，跆拳道能力、坚毅和学业成绩之间存在结构关系。
