Are gritty students academically engaged in math and science?

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Abstract

This research examines the cross-cultural differences on triarchic model of grit (TMG) dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) and the associations of grit with academic engagement in Math and Science among secondary school students in one secondary school in Hong Kong (n = 101; M age = 12.44; SD = .60), nine secondary schools in Philippines (n = 575; Mage = 14.66; SD = .83), and two secondary schools in mainland China (n = 710; Mage = 13.39; SD = .56). Result of structural equation modeling via maximum likelihood estimation approach demonstrated that although all TMG dimensions were related to higher engagement in Math and Science, adaptability served as the strongest predictor of these outcomes even after controlling for the participants' cultural settings and conscientiousness. Consistency served as the weakest correlate of engagement outcomes. Conscientiousness, settings, and TMG dimensions explained 46% and 50% of the variance in Math and Science academic engagement respectively. These results provide additional evidence regarding the generalizability of TMG in non-Western societies. Copyright © 2021 American Psychological Association.
Original languageEnglish
Pages (from-to)190-195
JournalSchool Psychology
Volume36
Issue number3
DOIs
Publication statusPublished - May 2021

Citation

Datu, J. A. D., Yang, L., & Mateo, N. J. (2021). Are gritty students academically engaged in math and science? School Psychology, 36(3), 190-195. doi: 10.1037/spq0000433

Keywords

  • Academic engagement
  • Hong Kong
  • Mainland China
  • Philippines
  • Triarchic model of grit

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