A Replication and Extension of Psychometric Research on the Grit Scale

Abstract

Grit, a "perseverance and passion for long-term goals" (Duckworth, Peterson, Matthews, & Kelly, 2007, p. 1087), is important for academic success, but the field has not fully explored how grit functions as a distinct construct within the motivational literature or across ethnically and socioeconomically diverse samples. This pilot study replicated and extended Duckworth's seminal grit studies (e.g., Duckworth et al., 2007; Duckworth & Quinn, 2009) by examining grit's psychometric properties, its relation to other predictors of achievement, and its predictive validity, above related constructs and demographics, for literacy achievement among 33 low-income, ethnic minority high school students. Participants completed online questionnaires assessing their grit, engagement, stress, conscientiousness, and self-control, and took a brief reading assessment. Results suggest that grit may function differently in low-income minority students facing barriers to long-term academic achievement, and that grit's relation to student achievement may not be as clear-cut as what has previously been claimed.