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dc.contributor.authorHagger, Martin
dc.contributor.authorHamilton, Kyra
dc.date.accessioned2019-05-16T12:04:18Z
dc.date.available2019-08-14T21:35:43Z
dc.date.issued2019fi
dc.identifier.citationHagger, M., & Hamilton, K. (2019). Grit and self-discipline as predictors of effort and academic attainment. <em>British Journal of Educational Psychology</em>, 89 (2), 324-342. <a href="https://doi.org/10.1111/bjep.12241">doi:10.1111/bjep.12241</a>fi
dc.identifier.otherTUTKAID_78536
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/64010
dc.description.abstractBackground: Beyond ability, traits related to perseverance, such as grit and self‐discipline, are associated with adaptive educational outcomes. Few studies have examined the independent effects of these traits on outcomes and the mechanisms involved. - Aims: This study estimated parameters of a process model in which grit‐perseverance of effort (grit‐effort) and consistency of interest (grit‐interest) dimensions and self‐discipline were independent predictors of students’ science grades. The effect of the grit‐effort on grades was expected to be mediated by students’ self‐reported effort on optional out‐of‐school science learning activities. - Sample: Secondary school students (N = 110) aged between 12 and 14 years. - Methods: The study adopted a correlational design with measures taken on three occasions. Students completed self‐report measures of grit and self‐discipline early in the semester and effort on optional out‐of‐school learning activities 5 weeks later. Students’ science grades were collected at the end of the semester. Data were analysed using Bayesian path analyses using non‐informative and informative priors derived from previous research. - Results: Consistent with predictions, we found effects of grit‐effort on science grades mediated by effort, and self‐discipline on grades. Contrary to predictions, we also found an effect of self‐discipline on grades mediated by effort. Zero was a credible value for direct effects of grit‐effort on grades, and grit‐interest on effort and grades. - Conclusions: Results suggest grit‐effort and self‐discipline relate to effort on educational activities linked to better grades. The direct effect of self‐discipline on grades suggests that it may be related to other activities that determine science attainment.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherJohn Wiley & Sons Ltd.
dc.relation.ispartofseriesBritish Journal of Educational Psychology
dc.rightsIn Copyright
dc.subject.otherpersoonallisuuden piirteetfi
dc.subject.otheritsehallintafi
dc.subject.otheropintomenestysfi
dc.subject.otherBayesian path analysisfi
dc.subject.otherconsistency of interestfi
dc.subject.othergoal conflictfi
dc.subject.otherperseverance of effortfi
dc.subject.otherscience educationfi
dc.subject.otherself-controlfi
dc.titleGrit and self-discipline as predictors of effort and academic attainmentfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201905142567
dc.contributor.laitosLiikuntatieteellinen tiedekuntafi
dc.contributor.laitosFaculty of Sport and Health Sciencesen
dc.contributor.oppiaineLiikuntapsykologia
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-05-14T15:15:13Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange324-342
dc.relation.issn0007-0998
dc.relation.numberinseries2
dc.relation.volume89
dc.type.versionacceptedVersion
dc.rights.copyright© 2018 The British Psychological Society.
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1111/bjep.12241


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