PERSONALITY PROCESSES AND INDIVIDUAL DIFFERENCES Grit: Perseverance and Passion for Long-Term Goals

By Angela L. Duckworth, Christopher Peterson, M. Matthews, Dennis R. Kelly. 2007

5,295 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

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Citations in the corpus

On the (im)possibility of fairness (2016, background): “Example: Observed space for a College Admissions Decision Grit (and other such qualities) are not directly observable: research attempts to measure grit indirectly through proxies such as self-reported surveys [6].”
Reported self-control is not meaningfully associated with inhibition-related executive function: A Bayesian analysis (2018, methodology): “Similarly, grit is defined as perseverance and passion for long-term goals, even in the face of short-term setbacks and obstacles (Duckworth et al., 2007; Von Culin, Tsukayama, & Duckworth, 2014).”
Same Same, but Different? Relations between Facets of Conscientiousness and Grit (2018, methodology): “Following our review of the literature, correlations for global grit measures and conscientiousness varied between r = 0.40 in the study by Morris (2011) and r = 0.77 in the studies by Meriac, Slifka, and LaBat (2015) and Duckworth et al. (2007).”
Engineering Students' Perceptions of Problem Solving and Their Future (2018, background): “Grit, which examines an individual’s sustained interest and willingness to work through setbacks, can be a positive predictor of student academic success and goal attainment (Duckworth et al., 2007).”
Linking Teacher Quality, Student Attendance, and Student Achievement (2016, neutral): “…behavior that is correlated with at least three of the “Big Five” character skills identiﬁed by psychologists: Attendance is positively associated with conscientiousness (Duckworth et al. 2007) and negatively associated with neuroticism and low levels of agreeableness (Lounsbury et al. 2004).”
Applicability of the Dual-Factor Model of Mental Health for College Students (2010, background): “Grit is made up of two components: (a) perseverance of effort in the ability to sustain effort in the face of adversity, and (b) consistency of interests, which refers to the stability of interests over a period of time (Duckworth et al., 2007).”
Ever Failed, Try Again, Succeed Better: Results from a Randomized Educational Intervention on Grit* (2019, neutral): “If an individual believes that she can develop skills over time by exerting effort (e.g. by practice), she will be less discouraged by early failures and more likely to keep at the task, which will lead to higher achievement, especially if the performance technology is conducive to skill…”
Perseverance Strategies for Enterprising Individuals (2012, background): “…that imply perseverance, such as: resilience (Block and Kremen, 1996); hardiness (Maddi, 2002); the need for achievement (McClelland, 1961); willpower (Goshal and Bruch, 2003); grit (Duckworth et al., 2007); self-esteem (DiPaula and Campbell, 2002); and the adversity quotient (Stoltz, 1997).”
The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance (2017, background): “…have adopted a positive psychology perspective concerned with the identification of facilitative influences of affective constructs such as grit (Duckworth et al., 2007), a sense of purpose (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008), and emotional intelligence (Perera & Digiacomo, 2013).”
Development and Validation of the Mathematical Resilience Scale (2016, background): “Licht and Dweck (1984) found that when higher ability level fifth-grade female students faced difficulty in mathematics, they performed worse than their male counterparts. Dweck (2007) also suggested that female students do not cope with the stress from the Struggle as well as male students, who wer”