The role of self-control and grit in domains of school success in students of primary and secondary school

Xavier Oriol, Rafael Miranda, Juan C. Oyanedel, Javier Torres

Resultado de la investigación: Article

5 Citas (Scopus)

Resumen

Objective: Self-control and grit have become two of the most important variables that explain success in different aspects of people's daily life (Duckworth and Gross, 2014). Self-control promotes delayed gratification and directly influences thoughts, emotions, and impulses. On the other hand, grit enhances the achievement of goals through perseverance even before extreme external circumstances. Since both constructs are related, examining them together is compelling, as long as the different nuances that characterize each are taken into account. Two structural equation models (SEM) were conducted to observe the effect of self-control and grit on a more specific indicator of academic success (academic self-efficacy) and a more general indicator of school experience (satisfaction with school). Methods: The first model comprises 5,681 primary students (M = 9.05; SD = 0.79), and the second 10,017 secondary students (M = 14.20; SD = 1.04) from Lima, Peru. In both models, the influence of grit and self-control on school satisfaction was observed when taking self-efficacy as a mediator variable. Results: The results show that grit and self-control have strong associations in both primary and secondary students. When estimating the covariance of both constructs, grit is related with academic-self efficacy at both educational stages, but only to satisfaction with school in secondary students. On the contrary, self-control shows a significant relationship with school satisfaction only in primary education. In turn, self-efficacy shows a mediating effect between grit and school satisfaction. After calculating the invariance of the models, differences are observed by gender in the relationships between variables. Conclusion: The results indicate that both constructs are strongly interrelated. Regarding the associations with the indicators of academic success, a need for timely interventions specific to each educational stage is observed.

Idioma originalEnglish
Número de artículo1716
PublicaciónFrontiers in Psychology
Volumen8
N.ºOCT
DOI
EstadoPublished - 11 oct 2017

Huella dactilar

Self Efficacy
Students
Peru
Structural Models
Self-Control
Emotions
Education

ASJC Scopus subject areas

  • Psychology(all)

Citar esto

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abstract = "Objective: Self-control and grit have become two of the most important variables that explain success in different aspects of people's daily life (Duckworth and Gross, 2014). Self-control promotes delayed gratification and directly influences thoughts, emotions, and impulses. On the other hand, grit enhances the achievement of goals through perseverance even before extreme external circumstances. Since both constructs are related, examining them together is compelling, as long as the different nuances that characterize each are taken into account. Two structural equation models (SEM) were conducted to observe the effect of self-control and grit on a more specific indicator of academic success (academic self-efficacy) and a more general indicator of school experience (satisfaction with school). Methods: The first model comprises 5,681 primary students (M = 9.05; SD = 0.79), and the second 10,017 secondary students (M = 14.20; SD = 1.04) from Lima, Peru. In both models, the influence of grit and self-control on school satisfaction was observed when taking self-efficacy as a mediator variable. Results: The results show that grit and self-control have strong associations in both primary and secondary students. When estimating the covariance of both constructs, grit is related with academic-self efficacy at both educational stages, but only to satisfaction with school in secondary students. On the contrary, self-control shows a significant relationship with school satisfaction only in primary education. In turn, self-efficacy shows a mediating effect between grit and school satisfaction. After calculating the invariance of the models, differences are observed by gender in the relationships between variables. Conclusion: The results indicate that both constructs are strongly interrelated. Regarding the associations with the indicators of academic success, a need for timely interventions specific to each educational stage is observed.",
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The role of self-control and grit in domains of school success in students of primary and secondary school. / Oriol, Xavier; Miranda, Rafael; Oyanedel, Juan C.; Torres, Javier.

En: Frontiers in Psychology, Vol. 8, N.º OCT, 1716, 11.10.2017.

Resultado de la investigación: Article

TY - JOUR

T1 - The role of self-control and grit in domains of school success in students of primary and secondary school

AU - Oriol, Xavier

AU - Miranda, Rafael

AU - Oyanedel, Juan C.

AU - Torres, Javier

PY - 2017/10/11

Y1 - 2017/10/11

N2 - Objective: Self-control and grit have become two of the most important variables that explain success in different aspects of people's daily life (Duckworth and Gross, 2014). Self-control promotes delayed gratification and directly influences thoughts, emotions, and impulses. On the other hand, grit enhances the achievement of goals through perseverance even before extreme external circumstances. Since both constructs are related, examining them together is compelling, as long as the different nuances that characterize each are taken into account. Two structural equation models (SEM) were conducted to observe the effect of self-control and grit on a more specific indicator of academic success (academic self-efficacy) and a more general indicator of school experience (satisfaction with school). Methods: The first model comprises 5,681 primary students (M = 9.05; SD = 0.79), and the second 10,017 secondary students (M = 14.20; SD = 1.04) from Lima, Peru. In both models, the influence of grit and self-control on school satisfaction was observed when taking self-efficacy as a mediator variable. Results: The results show that grit and self-control have strong associations in both primary and secondary students. When estimating the covariance of both constructs, grit is related with academic-self efficacy at both educational stages, but only to satisfaction with school in secondary students. On the contrary, self-control shows a significant relationship with school satisfaction only in primary education. In turn, self-efficacy shows a mediating effect between grit and school satisfaction. After calculating the invariance of the models, differences are observed by gender in the relationships between variables. Conclusion: The results indicate that both constructs are strongly interrelated. Regarding the associations with the indicators of academic success, a need for timely interventions specific to each educational stage is observed.

AB - Objective: Self-control and grit have become two of the most important variables that explain success in different aspects of people's daily life (Duckworth and Gross, 2014). Self-control promotes delayed gratification and directly influences thoughts, emotions, and impulses. On the other hand, grit enhances the achievement of goals through perseverance even before extreme external circumstances. Since both constructs are related, examining them together is compelling, as long as the different nuances that characterize each are taken into account. Two structural equation models (SEM) were conducted to observe the effect of self-control and grit on a more specific indicator of academic success (academic self-efficacy) and a more general indicator of school experience (satisfaction with school). Methods: The first model comprises 5,681 primary students (M = 9.05; SD = 0.79), and the second 10,017 secondary students (M = 14.20; SD = 1.04) from Lima, Peru. In both models, the influence of grit and self-control on school satisfaction was observed when taking self-efficacy as a mediator variable. Results: The results show that grit and self-control have strong associations in both primary and secondary students. When estimating the covariance of both constructs, grit is related with academic-self efficacy at both educational stages, but only to satisfaction with school in secondary students. On the contrary, self-control shows a significant relationship with school satisfaction only in primary education. In turn, self-efficacy shows a mediating effect between grit and school satisfaction. After calculating the invariance of the models, differences are observed by gender in the relationships between variables. Conclusion: The results indicate that both constructs are strongly interrelated. Regarding the associations with the indicators of academic success, a need for timely interventions specific to each educational stage is observed.

KW - Academic self-efficacy

KW - Grit

KW - Primary and secondary school

KW - Self-control

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DO - 10.3389/fpsyg.2017.01716

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JO - Frontiers in Psychology

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SN - 1664-1078

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