the dirt on grit: examining relations with school adjustment, school performance, and theories of...
TRANSCRIPT
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The Dirt on Grit: Examining Relations with School Adjustment,
School Performance, and Theories of Intelligence
Whitney Borton and Jackie GrelleHanover College
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Adjustment & Performance
• School Performance
• School Adjustment (Corrigan, 2003)
– Peer relationships– Behavior– Teachers
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Grit
• Character plays a role in school adjustment (Tough, 2011)
• Grit: “perseverance and passion for long-term goals” (Duckworth, Peterson, Matthews, and Kelly, 2007)
– West Point Students
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Minority and Low SES
• Increased probability for low school adjustment
– More academic, personal, and social problems (Johnson, 2000)
• Some schools have implemented character development programs– KIPP network charter schools
• First empirical evidence to show that this is beneficial
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Research Question 1
• How does grit relate to school adjustment and self-reported school performance?
• Hypotheses– Grit will positively predict school adjustment.– Grit will positively predict school performance.
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Current Predictors of Grit
• Duckworth, Peterson, Matthews, & Kelly, 2007
– Age
– Education
– Personality
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Proposed Predictors of Grit
• Theories of Intelligence (Dweck & Leggett, 1988)
– Entity Theory
Performance goals
– Incremental Theory
Learning goals
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Research Question 2
• Are theories of intelligence predictors of grit?
• Hypothesis
– Students with incremental theories of intelligence
will have higher grit scores than students with entity
theories of intelligence.
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Participants
• 136 middle school students– Urban school district in Midwestern city– Public, magnet middle and high school
• 6th graders: 50, 7th graders: 39, 8th graders: 46
• Females: 87, Males: 48
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Ethnicity
65%15%
12%
8%
Black
Hispanic
Multiracial
White
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Procedure
• Passive Parent Consent
– Students signed assent forms
• Administered survey during school hours
– End of January
• Read survey out loud to students
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Measures
• School Adjustment – Child (Revised) (Corrigan, 2003)
– Relationships with other students (α = .76) “I do not have many friends at school this year.”
– Academic and disciplinary difficulties (α = .69) “Schoolwork is really hard this year.”
– General aspects about school and teachers (α = .76) “My school is a place where kids will succeed.”
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Measures
• Grit Scale (Duckworth, Peterson, Matthews, & Kelley, 2007)
– “My interests change from year to year.”
– “I am a hard worker.”
– α = .69
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Measures
• Theories of Intelligence (Dweck, Chui, & Hong, 1995)
– “You have a certain amount of intelligence, and you really can’t do
much to change it.”
– Scale of 1 (strongly agree) to 6 (strongly disagree)
– Higher scores mean incremental theory of intelligence
– α = .81
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Measures
• Demographics
– Age
– Gender
– Year in school
– Ethnicity
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Measures
• Self-Reported School Performance (Dornbusch, Ritter, Leiderman, Roberts, & Fraleigh, 1987)
– “Which best describes your grades?”
– Mostly A’s, about half A’s and half B’s, mostly C’s…
– Converted to numbers on 4.0 scale
Ex: mostly A’s = 4
– Correlated highly with actual GPA: r= .76
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Grit as a Predictor
• Four regression analyses
– Outcome variables: subscales of school adjustment
and school performance
– Predictors: grit scores, gender, ethnicity, grade level
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Grit as a Predictor
• Relationships with other students β = .22, t(128) = 2.56, p = .01
• Academic and disciplinary difficulties β = .44, t(128) = 5.52, p < .001
• General aspects about school and teachers β = .44, t(128) = 5.66, p < .001
• School performance β = .30, t(127) = 3.56, p = .001
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Predictor of Grit
• Regression analysis
– Outcome variable: grit
– Predictors: theory of intelligence, gender, ethnicity,
grade level
• β = .24, t(128) = 2.80, p = .006
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Hypotheses
• Grit will positively predict all three subscales of school adjustment.
• Grit will positively predict school performance.
• Students with incremental theories of intelligence will have higher grit scores than students with entity theories of intelligence.
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Implications & Interventions
• Possibility of success for disadvantaged students
• Increase school adjustment and performance
• Grit– Currently no interventions to increase grit
• Incremental theory of intelligence– E.g., thinking skills intervention (Burke & Williams, 2012)
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Limitations
• Concurrent design– Longitudinal: predict changes in school adjustment over
time
• Correlational design– Experimental: cause-and-effect inferences
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Questions?