• International Journal of Advanced Culture Technology
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• v.11 no.2
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• pp.10-29
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• 2023

Grit or perseverance as a factor for student success and life has gained increasing attention. Statistical methods have been the norm in analyzing various aspects of grit, but they do not address the transient and dynamic behavior well. We, for the first time, developed two linear dynamical models that specifically address the feedback structure of a child's desire to achieve a high grade point average (GPA) and the necessary effort that will increase stress between parents and a child. We call the dynamical model as GSES (Goal, Status, Effort & Stress). The two dynamical models incorporate the positive (i.e., achieving a high GPA) and the negative sides (i.e., effort and elevated stress and thus unhappiness) for being gritty or perseverant. Different types of parenting style and a child's characteristics were simulated whether parents and a child are empathetic or stubborn to their expectations and stress (i.e., willing or unwilling to change). Simulations show that when both parents and a child are empathetic to each other's expectation and stress, the most stable situations with minimal stress and effort occur. When a stubborn parent's and a stubborn child were studied together, this resulted in the highest elevation of stress and effort. Stubborn parents and a complying or empathetic child resulted in considerably high stress to a child. Interference from parents may unexpectedly result in a situation in which a child's stress is seriously elevated. The GSES model shows the U-shaped happiness curve (i.e., reciprocal of stress) caused by the increasing and then decreasing goal

• Journal of Digital Convergence
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• v.20 no.5
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• pp.537-546
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• 2022

The purpose of this study is to investigate the relationship of grit with well-being and self-efficacy. Grit was considered as a two-factor variable with consistency of interest and perseverance of effort. For the empirical analysis, data were collected from the sample of 237 nurses working at general hospitals. Collected data were analyzed using SPSS 26 to test the hypothetical relationships. It was suggested that two factors of grit would be possible associated with well-being. However, the results of this study showed that the consistency of interest part of grit had non-significant effect on well-being, Perseverance of effort part of grit had indirect effect on well-being through fully mediation effect of self-efficacy. This study confirmed that grit, some how, positively related to well-being and variables such as, self-efficacy, could be a important variable to bridge grit to well-being. Further studies were suggested to perform studies on more about grit's two factors and unexplored external variables between grit and well-being of nursing professionals.

• Journal of dental hygiene science
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• v.19 no.3
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• pp.170-180
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• 2019

Background: Recently, competency-based education has been reorganized in the dental hygiene curriculum. In education, non-cognitive factors are emphasized. Grit, the non-cognitive ability to persevere to achieve an individual's long-term goals, is emerging. This study aims to identify the degree of grit and core competencies in students and to investigate the relationship between them and the factors that affect these core competencies. Methods: This study was conducted using 350 dental hygiene students who were randomly assigned a structured questionnaire to complete. The final analysis included 321 students. The survey contents evaluated grit, core competencies, and general characteristics. The difference in the degree of grit and core competencies in conjunction with the general characteristics of the subjects was analyzed using the t-test/Mann Whitney U-test and the ANOVA/Kruskal-Wallis H test. Multiple regression analysis was then conducted to determine the factors affecting the core competencies of the subjects. Results: The difference of 'grit' according to general characteristics was statistically significant in 'major satisfaction', 'relationship', 'perceived academic achievement', 'grade point average (GPA)'. The difference in 'core competency' according to general characteristics was statistically significant in 'grade', 'department selection', 'major satisfaction', 'relationship', 'perceived academic achievement', 'GPA'. Among the sub-areas of 'grit', 'perseverance of effort' showed a high correlation with 'core competency' and was statistically significant. As a result of regression analysis, 'major satisfaction', 'perceived academic achievement' and 'grit' of dental hygiene students had a statistically significant influence on 'core competency'. Meanwhile, 'GPA' was not seen to be statistically significant in 'core competency'. Conclusion: Grit, a non-cognitive factor, had a statistically significant effect on core competency, while the effects on GPA, a cognitive factor, were not statistically significant. Among the sub-factors of grit, 'perseverance of effort' had a statistically significant effect on 'problem-solving competency' and 'academic competency', which are 'core competency' sub factors.

• Journal of Digital Convergence
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• v.19 no.12
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• pp.225-230
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• 2021

The purpose of this study is to understand the mediating effect of grit in the relationship between academic achievement satisfaction and Academic Engagement of middle school students. To this end, a survey was conducted on 575 middle school students in Changwon, Gyeongsangnam-do, on academic achievement satisfaction, Academic Engagement, and grit. This research was carried out by hierarchical regression analysis was conducted to understand the correlation analysis and mediating effect between major variables, and The significance of the mediating effect was verified by the Sobel test. As a result of the study, First, correlation analysis revealed a positive correlation between academic achievement satisfaction, grit, and Academic Engagement. Second, regression analysis showed that both consistency of interest and perseverance of effort were partially mediated between academic achievement satisfaction and Academic Engagement. This means that academic achievement satisfaction not only directly affects middle school students' Academic Engagement, but also has an indirect effect through grit. Finally, In order to increase the academic enthusiasm of middle school students, learning counseling plans such as education and counseling plans to improve academic interest and develop various learning motivation improvement programs were discussed.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.247-252
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• 2021

The purpose of this study is to understand the mediating effect of grit in the relationship between academic achievement satisfaction and academic helplessness of middle school students. To this end, a survey was conducted on 575 middle school students in Changwon, Gyeongsangnam-do, on academic achievement satisfaction, academic helplessness, and grit. This research was carried out by hierarchical regression analysis was conducted to understand the correlation analysis and mediating effect between major variables, and verified by Sobel test. As a result of the study, First, correlation analysis revealed a positive correlation between academic achievement satisfaction, grit, and academic helplessness. Second, regression analysis showed that both perseverance of effort and consistency of interest were partially mediated between academic achievement satisfaction and academic helplessness. This means that academic achievement satisfaction not only directly affects middle school students' academic helplessness, but also has an indirect effect through grit. Finally, a learning counseling plans (Self-analysis program and Environmental control program) was discussed to reduce the academic helplessness of middle school students.

• Journal of Industrial Convergence
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• v.18 no.4
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• pp.9-14
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• 2020

The purpose of this study is to analyze the relationship between high school teachers' grit and stress coping strategies and to understand differences in stress coping strategies by cluster types of grit. 226 in-service teachers participated in the survey who took the professional development program in the national educational training institute. Results are as follows. First, perseverance of effort in grit was the positively independent variable toward task-oriented and emotion-oriented strategies. The avoidance-oriented strategy was negatively influenced by consistency of interest in grit. Also, the clusters of high grit and high perseverance of effort in grit showed higher means in task-oriented and emotion-oriented strategies than the cluster of low grit. Finally, researchers discussed the importance of strengthening high school teachers' grit for them to cope with job stress effectively.

• (The) Korean Journal of Educational Psychology
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• v.31 no.1
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• pp.59-81
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• 2017

This study examined the relationship of grit, goal perception and academic adjustment of adult female students in a distance university. We additionally investigated how academic work-family conflict and social support influenced the grit-adjustment relationship. Grit is defined as passion and perseverance for long-term goals and it has been known as one of the predictors of adjustment indicators including academic achievement. A total of 642 female students in a distance university were participated in the survey and a Structural Equation Modeling (SEM) was utilized for data analysis. Results showed that our model fit data well, specifically, two components of grit (i.e. consistency of interest and perseverance of effort) positively predicted academic adjustment. Results from analyses of specific indirect effects revealed that consistency of interest was found to have a positive direct effect on academic adjustment while perseverance of effort had a positive indirect effect via goal perception, suggesting the discriminant predictability of grit's two components. Lastly, academic work-family conflict was found to negatively predict academic adjustment while social support predicted a positive academic adjustment via goal perception.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.1
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• pp.183-193
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• 2020

This study presents a more comprehensive approach to investigate how Emotional Intelligence (EI) is associated with performance. Previous research has revealed that EI is related to positive outcomes such as better performance, life satisfaction and career success. However, in most research of EI, this factor has been investigated independently from the effect of contextual factors and other individual characteristics. This study extended the research on the impact of EI on student performance by simultaneously examining the impact of EI, individual factors - (1) Perseverance of Effort, (2) Goal Consistency and (3) Goal Clarity and learning environment factors - Program Fit in one study. The results based on the data collected from 1,117 students in Vietnam largely support the hypothesis that that EI was an important but not the only factor affecting the student performance. MANOVA and post-hoc analysis indicated that both individual and environmental factors better predicted performance than EI could. These results suggest that the impact of EI on individual performance is more complicated than what we have already known. Future study is encouraged to investigate both the mechanism through which EI impact individual performance and the interaction between EI and other factors that moderate the EI - performance relationship.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.607-628
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• 2015

The purpose of this study was to compare gifted and non-gifted high school students on their perceptions of success, grit, aspirations, and achievement goal orientation. Of the 550 high school students surveyed from 4 high schools (i.e., two schools for gifted, two school for non-gifted) in three metropolitan cities, Korea, 496 (i.e., 153 gifted and 343 non-gifted) completed and returned the questionnaire yielding a total response rate of 90.18%. Measures of students' grit (i.e., consistency of interest, and perseverance of effort), aspirations (i.e., intrinsic aspirations - physical fitness, self-growth, affiliation, community contribution, and extrinsic aspirations - financial success, image, fame), achievement goal orientation (i.e., mastery, performance approach and performance avoidance), and perceptions of success (i.e., Success in life is pretty much determined by forces outside our control.) were administered. It was found that the majority of gifted students and non-gifted students perceived that "success is outside our control.", and chose 'hard-working' as the most influential factor on their success. 60.4% of non-gifted students chose 'wealthy family background' as the other most influential factor, whereas only 48.2% of gifted did. Gifted students had higher 'consistency of interest' and 'mastery goals' than non-gifted students. Hierarchical multiple regression analyses showed that grit (i.e., perseverance of effort) was the crucial contributors for enhancing both gifted and non-gifted students' mastery goals and performance approach goals. Results are discussed in relation to theoretical implications and school settings.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.89-95
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• 2023

This study is a descriptive research study to analyze the effects of grit in nursing students on self-directed learning ability and adjustment to university life. Data was collected from 260 nursing students including first and second-year nursing students in Region C University. The data was analyzed to find relationships among grit, self-directed learning ability, and college life adjustment using frequency analysis, descriptive statistics, t-test, ANOVA, and multiple regression analysis. The results showed the subdomains of grit in which grit in nursing students affected self-directed learning ability were consistency of interest (t=2.423, p<.05) and perseverance of effort (t=3.761, p<.001). The explanation power of the regression model was 40.2%, which was a statistically significant result (F=23.609, p<.001). The subdomains of grit in which grit in nursing students affected adjustment to college life were the consistency of interest (t=3.112, p<.001) and perseverance of effort (t=3.930, p<.001). The explanation power of the regression model was 43.2%, which was a statistically significant result (F=30.608, p<.001). These results show that it is necessary to develop educational programs to enhance individual nursing students' grit, self-directed learning ability, and college-life adjustment.