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The importance of intellectual talent to achievement in all professional domains is well established, but less is known about other individual differences that predict success. The authors tested the importance of 1 noncognitive trait: grit. Defined as perseverance and passion for long-term goals, grit accounted for an average of 4% of the variance...
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... While some research has examined diligence as a distinct construct [10,34], it is often conceptualized as a behavioral manifestation rather than an independent trait. This perspective frequently links diligence to broader frameworks such as behavioral regulation in SRL [80], conscientiousness [44], or grit [26]. While diligence has not been as widely studied as SRL, aspects of the construct intuitively align with teacher expectations and interpretations of student engagement patterns [17] in terms of factors such as persistence, time management, and punctuality. ...
Prior work has developed a range of automated measures (“detectors”) of student self-regulation and engagement from student log data. These measures have been successfully used to make discoveries about student learning. Here, we extend this line of research to an underexplored aspect of self-regulation: students’ decisions about when to start and stop working on learning software during classwork. In the first of two analyses, we build on prior work on session-level measures (e.g., delayed start, early stop) to evaluate their reliability and predictive validity. We compute these measures from year-long log data from Cognitive Tutor for students in grades 8–12 (N = 222). Our findings show that these measures exhibit moderate to high month-to-month reliability (G > .75), comparable to or exceeding gaming-the system behavior. Additionally, they enhance the prediction of final math scores beyond prior knowledge and gaming-the-system behaviors. The improvement in learning outcome predictions beyond time-on-task suggests they capture a broader motivational state tied to overall learning. The second analysis demonstrates the cross-system generalizability of these measures in i-Ready, where they predict state test scores for grade 7 students (N = 818). By leveraging log data, we introduce system-general naturally embedded measures that complement motivational surveys without extra instrumentation or disruption of instruction time. Our findings demonstrate the potential of session-level logs to mine valid and generalizable measures with broad applications in the predictive modeling of learning outcomes and analysis of learner self-regulation.
... A second important component in Dörnyei's model are actions and routines to spare energy in the everyday life, and the self-control capacity to inhibit distractors and conjure positive emotions and visions about one's L2 long-term goal. The fourth dimension are positive emotions, in particular passion, that can be also found in the conceptualization of grit (Duckworth et al., 2007;Oxford & Khajavy, 2021). The fifth factor linked to persistence both in formal and informal contexts, is setting short-term, incremental goals and receiving positive feedback from teachers or other L2-speakers. ...
This paper explores the language learning history and motivational dynamics of Gholam Najafi Fusaro, who came to Italy as an unaccompanied minor in 2006 and has spent eighteen years in Venice, where he attended school and university. Research on motivation and persistence has been mainly conducted in EFL/ESL contexts. Far fewer studies investigate these topics in LOTE contexts and in respect to first generation multilingual teenagers with a migration journey. For this reason, this study uses Participative Narrative Inquiry to capture the complexities of the lived experience of Gholam. Data were generated through in depth biographical semi-structured interviews, one written reflection and several informal conversations between the authors. The corpus was then analyzed for content using thematic analysis and jointly interpreted by both authors. Findings highlight the need to understand the interplay of the personal and socio-contextual factors, as well as the changes that occur over time in weaving an identity which Gholam himself feels is marked by language achievement and academic success. Relevant implications for teaching are drawn to understand the role of teacher-student rapport and of the language learning experience to foster a more elaborate vision and persistence and to contribute to the transformation of motivation across time. “Quando parlo italiano sento di essere abbracciato spesso”. Un viaggio attraverso LOTE motivazione e persistenza Questo articolo esplora la storia dell’apprendimento linguistico e le dinamiche motivazionali di Gholam Najafi Fusaro, che è arrivato in Italia come minore straniero non accompagnato nel 2006 e ha trascorso diciotto anni a Venezia, dove ha frequentato la scuola e poi l’università. La ricerca sulla motivazione all’apprendimento di lingue addizionali è condotta principalmente nell’ambito dell’inglese come seconda lingua o lingua straniera. Gli studi che indagano motivazione e perseveranza in contesti di lingue diverse dall’inglese (LOTE) e in relazione ad adolescenti multilingue di prima generazione con un viaggio migratorio sono molto rari. Per tale motivo, questo studio utilizza il metodo della Participative Narrative Inquiry per catturare la complessità dell’esperienza di apprendimento vissuta da Gholam. I dati sono stati generati tramite interviste biografiche semi-strutturate, una riflessione scritta e diverse conversazioni informali tra gli autori. Il corpus è stato quindi analizzato seguendo i criteri dell’analisi tematica ed è stato oggetto di interpretazione congiunta da parte dei due autori. I risultati evidenziano la necessità di comprendere l’interazione dei fattori personali e socio-contestuali, nonché i cambiamenti della motivazione che si sono verificati nel tempo e che hanno concorso a formare un’identità che Gholam stesso ritiene segnata da successo linguistico ed accademico. Le conclusioni mettono in rilievo alcune implicazioni per l’insegnamento, come il ruolo della relazione insegnante-studente e dell’esperienza di apprendimento della lingua al fine di promuovere una visione più elaborata, la perseveranza e lo sviluppo della motivazione.
... A tanulási célok és a "gyarapodó" (growth mindset) gondolkodásmód ápolása segíthetnek abban, hogy a diákok a visszajelzéseket és az ezzel kapcsolatban tapasztalt érzéseket, vélekedéseket tanulási és növekedési lehetőségeknek tekintsék (Grant & Dweck, 2003). Ez egyfajta remény ápolása is, mely mellett a diákok egyre inkább lelkesebbé válnak jövőbeli lehetőségeik iránt, megértik, hogy a kihívások és kudarcok vagy buktatók elkerülhetetlen részei az életnek (Snyder et al, 1997); Duckworth, Peterson, Matthews, Kelly, 2007). Dweck (2006) szerint az egyén alapvető hitei, intelligenciája és stabilitásáról alkotott képességei jelentős mértékben befolyásolják erőfeszítéseit, motivációját és teljesítményét. ...
A tanulmány problémafelvetése arra a tényre épül, hogy a köznevelés színterein a SNI és BTMN diagnózissal rendelkező tanulók arányának növekedése évről évre tapasztalható. Ennek hatékony kezelése nem teljesen megoldott. Szükséges olyan fejlesztő eszköztár létrehozása, amellyel a fejlesztések egy része elláthatók akár a szaktanárok által. Az egyes témák feldolgozása - a szerző szerint - magyar nyelv és irodalom tantárgyba integráltan, tartalomba ágyazott készség és képességfejlesztés mentén valósítható meg igazán hatékonyan. Jelen tanulmányban Madách Imre Az ember tragédiája című drámája kerül feldolgozásra. A segédanyag az RJR modellre és Bloom taxonómiájára építve problémafelvető kérdések és készségfejlesztő feladatok, valamint integrált osztályban használható, komplett, differenciálásra alkalmat nyújtó, egyéni haladási tempó biztosítását szolgáló óraterveket tartalmaz, melyekben meghatározó a megváltozott tanulásirányítási technikák szerepe, és a diákok egyéni képességeihez mért optimális kihívás jelenléte is. A segédanyag elkészítésénél fokozott hangsúly kerül arra, hogy kézzelfogható fejlesztési eszköz jöjjön létre mely elősegíti a „fixed mindset”-ből a „growth mindset-ba” történő elmozdulást. Érdekes és érdemes lenne hatás- és beválásvizsgálatokat végezni, megvizsgálni a tanulási teljesítmény és a tudás hatékonysága tekintetében gyakorolt esetleges hatást, felmutatva ezzel a munka tudományos értelemben vett eredményességének bizonyítékát. Kulcsszavak: oktatási segédanyag, fejlesztési fókusz, growth mindset, RJR modell, Bloom taxonómiája
... Grit is generally used to describe the ability to cope with challenges in order to achieve goals (Stoffel & Cain, 2018). More specifically, grit can be defined as the passion and persistence to reach long-term goals (Duckworth et al., 2007). Grit is a broad dimension with two primary hierarchical components: effort and consistency of interest. ...
The aim of this study is to adapt the Academic Grit Scale, developed by Clark and Malecki (2019), into Turkish. Validity and reliability studies for the adaptation process were conducted on two different groups. The first participant group consisted of middle school students, while the second participant group included high school students. Middle and high school students from various schools were selected using an appropriate sampling method and included in the study sample. Confirmatory Factor Analysis (CFA) was applied to test whether the construct was confirmed within these two distinct sample groups. According to the CFA results, the scale’s 10-item, single-factor structure demonstrated good fit indices. Internal consistency coefficients of the Academic Grit Scale were calculated using Cronbach’s alpha reliability coefficient. Accordingly, the internal consistency coefficient was determined to be .89 for middle school students, .92 for high school students, and .92 for the entire sample. After determining the internal consistency coefficients, the test-retest reliability of the scale was also calculated. Test-retest reliability was found to be .82 for the middle school group, .86 for the high school group, and .85 for the entire sample. As a result of the study, the Academic Grit Scale was found to be a valid and reliable measurement tool for middle and high school students.
... Mathew (2024) explored various psychological traits such as materialism, social comparison, risk tolerance, etc. One such factor, Grit, is characterized by passion, perseverance, and a long-term commitment to goals (Duckworth et al. 2007). Individuals'ability to maintain effort, be passionate, focussed, and resilient can assist the pursuit of financial goals . ...
... By structuring FC in this multi-layered manner, the study captures both the internal competencies required to manage finances and the external access to financial services, offering a more nuanced and holistic understanding of the construct. Additionally, this research integrates the psychological dimension of grit by drawing on Angela Duckworth's (2007) Theory of Grit. Grit is conceptualized as a higher-order construct comprising two essential traits (passion and perseverance) and is examined for its moderating effect on the relationship between FC and FWB. ...
... Furthermore, Grit is defined as passion (PS) and perseverance (PV) for long-term goals, involving persistent effort and sustained interest in challenges despite failures, adversity, and progress plateaus (Tang et al. 2019). This study utilizes the Theory of Grit by Duckworth et al. (2007). It proposes that individuals with high grit tends to be more passionate and persistent, experiencing greater success and well-being in various domains of life. ...
Financial well-being (FWB) has emerged as a critical tool for fostering resilience and sustainability among small business owners. It plays a vital role in ensuring their long-term survival and growth, as they largely depend on their personal financial capacities within a rapidly changing business landscape. Grounded in the Theory of Financial Capability, this study explores the role of financial capability (FC), a multidimensional construct with sub-dimensions financial literacy (FL) and financial inclusion (FI), in driving FWB. The study also investigates the moderating effect of Grit in strengthening this relationship. A quantitative survey of 494 MSE owners based on snowball sampling was collected from North India. Measurement and structural model were accessed using two-stage disjoint approach in PLS SEM. The results demonstrate that both FL and FI are significant dimensions of FC, with FL having a stronger influence. This finding suggests that enhancing financial education, skills, and awareness has a more substantial impact on owners' capabilities to manage financial resources effectively. Additionally, FC was found to have a significant positive effect on FWB. Furthermore, the study revealed that Grit strengthens the relationship between FC and FWB, amplifying the positive outcomes of the capabilities. This study presents a Holistic Financial Capability Development Model, designed by integrating various dimensions of FL and FI which offers a well-rounded perspective to develop and enhance entrepreneurial financial capabilities and foster FWB. Moreover, this study addresses the conceptualization of Grit within the context of finance, an area not extensively examined in the previous research.
... Grit, a non-cognitive construct originally defined as the combination of "perseverance and passion for long-term goals" (Duckworth et al., 2007(Duckworth et al., , p. 1087, has progressively gained relevance in the general field of educational research and, more recently, in parallel to the flowering of positive psychology (Dewaele et al., 2019;MacIntyre et al., 2019;Yongliang Wang et al., 2021), also in the specific domain of second language acquisition (SLA). This growing interest is mainly due to the identification of the personality trait of grit as a significant predictor of different positive outcomes that contribute to overall academic achievement (e.g., Christopoulou et al., 2018;Fernández-Martín et al., 2020;Lam & Zhou, 2022), as well as to success in the long and not easy process of learning a second or foreign language (e.g., Demir, 2024;Oxford & Khajavy, 2021;Teimouri et al., 2021). ...
... V30: In 231 of the 233 studies included in this scoping review, some kind of psychometric instrument was used to measure grit, either as a domain-general construct (grit) or as a language-domain-specific construct (L2 grit). In most of them (n = 150, 65%), the authors adopted one (or two) of the four most well-known scales: Grit-O (Duckworth et al., 2007), Grit-S (Duckworth & Quinn, 2009), L2-Grit Scale (1) 2015 (2) 2017 (2) 2018 (4) 2019 (8) 2020 (11) 2021 (21) 2022 (42) 2023 (49) 2024 (70) 2025 (23) QUANtitative studies ( (Teimouri, Plonsky, & Tabandeh, 2020/2022), L2GS (Alamer, 2021). In the remaining quantitative and mixed studies (n = 81, 35%), adapted versions (i.e., with significant wording modifications and/or a different number of items) of these four instruments (n = 60) or alternative scales (n = 21) were utilized (Table 4). ...
... Grit-O (Duckworth et al., 2007) As of April 20, 2025, the Original Grit Scale (Grit-O) proposed by Duckworth et al. (2007), in its full, unmodified version of 12 items and two factors (PE, CI), had been adopted and used as the sole instrument for measuring grit in 13 studies (Table 4), as well as in another seven works in parallel to the L2-Grit Scale (Teimouri, Plonsky, & Tabandeh, 2020. Scale design and administration (V31-V50). ...
This scoping review aims to offer a panoptic overview of the research on grit and L2 grit in second and foreign language learning. To this end, a “hybrid search strategy” (Wohlin et al., 2022) was implemented. Out of 1,111 records identified across 15 databases and 78 found applying the backward/forward snowballing technique, 233 empirical studies published between 2013 and 2025 were finally included. With a focus on study and scale quality, the results present (1) a zoom-in/zoom-out description of the research landscape, considering 30 bibliometric and methodological variables, and (2) an in-depth comparative analysis of the psychometric instruments used to measure both grit and L2 grit, examining 45 variables arranged into four categories: (a) scale design and administration, (b) means and standard deviations, (c) reliability of scales and subscales, (d) content, construct, and predictive validity. The review concludes with a discussion of relevant findings and evidence-based suggestions for future and quality-enhanced research.
... In the context of character education, goal-oriented journaling encourages students to build proactive habits, prioritize what is important, and evaluate their actions reflectively. According to (Duckworth et al., 2007) , goal setting integrated with self-reflection has a positive correlation with grit, responsibility, and academic success. ...
The Great Indonesian Children's Habits Movement is a real manifestation of the Ministry of Education and Culture's commitment to developing a national education system that is oriented towards strengthening the nation's character. Through this movement, it will produce Indonesian children who are tough, superior and responsible both to themselves and to society, and will have an extraordinary impact on national change. This study aims to examine how community service activities are implemented, understand the perceptions and responses of junior high school students towards journaling activities as a medium for character building, and evaluate the effectiveness of journaling activities in implementing 7 good habits of great Indonesian children through writing for goals journaling habits activities. The habits that must be carried out by students every day are called the 7 habits of great Indonesian children, namely waking up early, praying, exercising, eating healthy and nutritious food, loving to learn, being in society, and going to bed early. This study uses a descriptive qualitative approach with the method used being the counseling and mentoring method in the form of workshop activities carried out in collaboration with SMP Sumatera 40 Bandung. The results of the study indicate that the implementation of 7 good habits of great Indonesian children in the lives of junior high school students greatly helps them to achieve their goals and build strong characters, which are an important part of the Great Indonesian Children movement. This activity not only increases self-awareness and goal-setting skills, but also strengthens children's characters through daily reflection. Journaling provides space for personal and meaningful learning. Therefore, the integration of positive habits in the world of education is an important step in realizing a competitive Indonesian golden generation that contributes to society. One effective way to instill positive habits is through writing for goals or journaling. Journaling can play a role in developing good habits and achieving goals gradually.
... The concept of Grit has attracted significant attention since it was first introduced by Duckworth et al. (2007). Grit is thought to measure an individual's perseverance and long-term goal orientation, and consists of two principal components: Consistency of Interests (CoI) and Perseverance of Effort (PoE) (see e.g., Datu et al., 2016;von Culin et al., 2014). ...
... We use the 8-item Short Grit Scale (Grit-S, ) to measure all participants' perseverance and orientation towards long-term goals. The scale has two primary factors, consistency of interests and perseverance of effort, and improves upon the psychometric properties of the earlier and longer Grit-O scale (Duckworth et al., 2007). The perseverance component has also been demonstrated to correlate significantly with a behavioral measure based on a real effort task (Gerhards & Gravert, 2021). ...
We study the association of the perseverance of effort and the consistency of interests components of the psychological measure of grit with economic measures of impatience and time inconsistency in the general population. We find that impatience is associated with grit through the perseverance of effort component. No association of time inconsistency with grit is found. Predicting participants’ financial and health outcomes and behaviors, we find that impatience and grit are predictive for both outcomes, but this is not the case for time inconsistency. Our findings suggest that it can be beneficial for empirical studies of intertemporal decisions to include economic impatience and psychological grit measures.
... Grit and perseverance, even in the face of great adversity, are considered to be virtuous and commendable characteristics (Duckworth et al., 2007). However, no one goes through life without facing an insoluble problem. ...
Persistence and perseverance, even in the face of great adversity, are admirable qualities. However, knowing when to stop pursuing something is as important as exerting effort toward attaining a goal. How do people decide when to persist and when to quit? Here, we design a novel task to study this question, in which people were given a finite number of opportunities to pursue stochastic rewards by selecting among a set of options that provide a reward each trial. At any time, if people were not satisfied with the option they had selected they could choose to abandon it and instead try a new option. However, if they did so they could never return to the previous option. Mathematical analysis of this task shows that the optimal strategy explores a relatively small number of options before settling on a sufficiently good option. Further, we find that the optimal strategy is to abandon an option if the total number of remaining trials exceeds a threshold specified by the observed option’s performance. A large-scale, preregistered experiment (N = 3,632) reveals that people largely behave in accordance with the optimal strategy. People also make decisions to persist with an option based on its performance, and they typically explore relatively few options before settling on a sufficiently good one. However, compared with the optimal strategy, people are less sensitive to the number of remaining trials and are more likely to persist with suboptimal options.
... This shows that students have a high capacity to regulate their behaviors, emotions, and learning processes. Self-control plays a critical role in SDL readiness by allowing students to stay focused on their goals, resist distractions, and persevere through challenges (Duckworth et al., 2007). The participants' strong self-control suggests that they are capable of maintaining discipline in their studies, which is essential for success in the often rigorous and demanding clinical education environment. ...
The importance of self-directed learning (SDL) in nursing education has grown as students are ready for independent clinical practice and ongoing professional growth. Understanding the variables that impact SDL preparedness is essential for formulating efficient educational approaches. The present research used a descriptive-correlational methodology to investigate the association between the clinical education environment and nursing students’ preparedness for self-directed learning. The Dundee Ready Education Environment Measure (DREEM) and the Self-Directed Learning Readiness Scale (SDLRS) were used to examine data obtained from 300 nursing students. Stratified random selection guaranteed the inclusion of second to fourth-year students. The data was studied using descriptive statistics, correlation analysis, and structural equation modeling (SEM). The findings indicated that most participants were female (82.70%), and their perception of the clinical education setting was generally good, with notably high ratings regarding learning and teaching effectiveness. The students exhibited exceptional preparedness for self-directed learning, displaying outstanding self-management, a strong desire for learning, and self-control. The results of the correlation study indicated strong negative associations between the year level and the clinical education environment and self-directed learning preparation. Conversely, academic performance (GWA) exhibited favorable connections with both variables. SEM analysis revealed that the clinical education setting substantially impacted the preparedness for SDL. Enhanced fit indices of the modified model indicate that a desirable clinical education setting benefits SDL preparedness.
