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Are gritty students academically engaged in math and science?

Jesus Alfonso D Datu1, Lan Yang2, Nino Jose Mateo3

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Adaptability is the strongest predictor of academic engagement in Math and Science, according to a study on the triarchic model of grit (TMG) in Asian students. Consistency of interests was the weakest correlate.

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Area of Science:

  • Educational Psychology
  • Cross-Cultural Psychology

Background:

  • Grit, conceptualized by the triarchic model (TMG), includes perseverance of effort, consistency of interests, and adaptability.
  • Understanding cross-cultural differences in grit and its impact on academic engagement is crucial for diverse student populations.

Purpose of the Study:

  • To investigate cross-cultural differences in the triarchic model of grit (TMG) dimensions.
  • To examine the association between TMG dimensions and academic engagement in Math and Science among secondary school students in Hong Kong, the Philippines, and mainland China.

Main Methods:

  • Structural equation modeling (SEM) with maximum likelihood estimation was employed.
  • Data collected from 1,386 secondary school students across three distinct cultural settings.

Main Results:

  • All TMG dimensions positively correlated with academic engagement in Math and Science.
  • Adaptability emerged as the strongest predictor of academic engagement, even after controlling for cultural context and conscientiousness.
  • Consistency of interests demonstrated the weakest association with academic engagement outcomes.

Conclusions:

  • The findings support the generalizability of the triarchic model of grit (TMG) in non-Western societies.
  • Adaptability is a key component of grit influencing academic success in Math and Science across diverse cultural contexts.
  • Conscientiousness, cultural settings, and TMG dimensions collectively explain a significant portion of the variance in academic engagement.