Are gritty students academically engaged in math and science?

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. Impact and Implications Statement—This study provides a preliminary evidence regarding cross-cultural differences on grit among high school students in selected non-Western contexts. Results also demonstrated that perseverance, consistency, and adaptability are linked to increased academic engagement in Math and Science. This research indicates that grit can serve as a protective psychological resource for junior secondary school students amid the Coronavirus disease 2019 (COVID-19) pandemic. School psychologists, counselors, and other school-based mental health professionals may consider designing grit-based intervention programs to address the learning and emotional needs of students with diverse cultural contexts. (PsycInfo Database Record (c) 2021 APA, all rights reserved)