Park Sanghyun
Department of Education, Kyungpook National University, Buk-gu, Daegu, Republic of Korea.
BMC Psychol. 2025 May 13;13(1):500. doi: 10.1186/s40359-025-02634-y.
Psychological constructs encompass both stable traits and unstable state factors. This study investigates the stability of grit subfactors among middle school students, focusing on those experiencing poor developmental-stage-environment fit. Utilizing the trait-state-occasion (TSO) model, we delineate the consistency of interest (CI) level and perseverance of effort (PE) characteristics and statuses. Moreover, we introduce variables concerning peer, teacher, and parental relationships, recognized as significant influences on middle school students' development. Data from 2,380 middle school students from the Korean Children and Youth Panel Survey 2018 are analyzed. Results indicate that both CI and PE exhibit stable traits influenced by time-invariant characteristics. Additionally, CI and PE encompass both stable and changeable state aspects. Teacher relationships and parental autonomy support positively impact the trait and state of CI and PE, while peer relationships have a negative effect on CI and a positive effect on PE at specific state points. Our findings underscore the stability yet malleability of grit subfactors, with both CI and PE demonstrating nuanced responses to environmental influences. Our study also identified the positive impact of teacher relationships and parental autonomy support on both CI and PE trait and state, highlighting the important role of a supportive environment in fostering grit.
心理构念既包括稳定的特质，也包括不稳定的状态因素。本研究调查了中学生中坚毅子因素的稳定性，重点关注那些发展阶段与环境匹配不佳的学生。利用特质-状态-情境（TSO）模型，我们描绘了兴趣一致性（CI）水平和努力坚持性（PE）特征及状态的一致性。此外，我们引入了与同伴、教师和父母关系有关的变量，这些关系被认为对中学生的发展有重大影响。对来自2018年韩国儿童和青少年面板调查的2380名中学生的数据进行了分析。结果表明，CI和PE都表现出受时间不变特征影响的稳定特质。此外，CI和PE都包含稳定和可变的状态方面。教师关系和父母的自主支持对CI和PE的特质和状态有积极影响，而同伴关系在特定状态点对CI有负面影响，对PE有正面影响。我们的研究结果强调了坚毅子因素的稳定性和可塑性，CI和PE对环境影响都表现出细微的反应。我们的研究还确定了教师关系和父母自主支持对CI和PE特质及状态的积极影响，突出了支持性环境在培养坚毅方面的重要作用。
