Does students' grit predict their school achievement above and beyond their personality, motivation, and engagement?
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Growth mindset can positively predict academic achievement.
“Grit is positively related to the growth mindset, which can positively predict academic achievement (Steinmayr et al., 2018).”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Steinmayr et al., 2018
Grit is positively related to growth mindset.
“Grit is positively related to the growth mindset, which can positively predict academic achievement (Steinmayr et al., 2018).”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Steinmayr et al., 2018
Cites
Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835 · see citing works
Self-efficacy: the exercise of control
(1997) · Choice Reviews Online · doi:10.5860/choice.35-1826 · Cited by 24,409 · see citing works
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · see citing works
Human agency in social cognitive theory.
Bandura, A. (1989) · American Psychologist · doi:10.1037/0003-066x.44.9.1175 · Cited by 8,263 · see citing works
Handbook of Personality: Theory and Research
Krueger, R. F., & Johnson, W. (2008) · Cited by 7,884 · see citing works
Attitude-behavior relations: A theoretical analysis and review of empirical research
Ajzen, I., & Fishbein, M. (1977) · Psychological Bulletin · doi:10.1037/0033-2909.84.5.888 · Cited by 7,611 · see citing works
Expectancy-value theory of achievement motivation
Wigfield, A., & Eccles, J. S. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1015 · Cited by 7,383 · see citing works
Self-citationGrit: perseverance and passion for long-term goals
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.92.6.1087 · Cited by 6,911 · see citing works
The four-phase model of interest development
Hidi, S., & Renninger, K. A. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_4 · Cited by 4,702 · see citing works
Expectancies, values and academic behaviors
Eccles, J. S. (1983) · Publication Server of Goethe University Frankfurt am Main (Goethe University Frankfurt) · Cited by 3,901 · see citing works
Development and validation of the short grit scale (grit-s)
Duckworth, A. L., & Quinn, P. D. (2009) · Journal of Personality Assessment · doi:10.1080/00223890802634290 · Cited by 3,376 · see citing works
Roberts, B. W., Walton, K. E., & Viechtbauer, W. (2006) · Psychological Bulletin · doi:10.1037/0033-2909.132.1.1 · Cited by 3,318 · see citing works
Handbook of Research on Student Engagement
(2012) · doi:10.1007/978-1-4614-2018-7 · Cited by 3,050 · see citing works
A meta-analysis of the five-factor model of personality and academic performance.
Poropat, A. E. (2009) · Psychological Bulletin · doi:10.1037/a0014996 · Cited by 2,729 · see citing works
Personality Development: Stability and Change
Caspi, A., Roberts, B. W., & Shiner, R. L. (2005) · Annual Review of Psychology · doi:10.1146/annurev.psych.55.090902.141913 · Cited by 2,699 · see citing works
Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004) · Psychological Bulletin · doi:10.1037/0033-2909.130.2.261 · Cited by 2,479 · see citing works
Handbook of Self-Regulation of Learning and Performance
Schunk, D. H. (2011) · Routledge eBooks · doi:10.4324/9780203839010 · Cited by 2,191 · see citing works
Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008) · Journal of Educational Psychology · doi:10.1037/a0012840 · Cited by 2,037 · see citing works
Academic Self-Concept and Self-Efficacy: How Different Are They Really?
Bong, M., & Skaalvik, E. M. (2003) · Educational Psychology Review · doi:10.1023/a:1021302408382 · Cited by 1,994 · see citing works
Handbook of Self-Regulation of Learning and Performance
(2017) · Routledge eBooks · doi:10.4324/9781315697048 · Cited by 1,917 · see citing works
Intelligence and educational achievement
Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007) · Intelligence · doi:10.1016/j.intell.2006.02.001 · Cited by 1,723 · see citing works
Intelligence, personality, and interests: Evidence for overlapping traits
Ackerman, P. L., & Heggestad, E. D. (1997) · Psychological Bulletin · doi:10.1037/0033-2909.121.2.219 · Cited by 1,719 · see citing works
Much ado about grit: A meta-analytic synthesis of the grit literature
Credé, M., Tynan, M. C., & Harms, P. D. (2017) · Journal of Personality and Social Psychology · doi:10.1037/pspp0000102 · Cited by 1,653 · see citing works
Eccles, J. S., & Wigfield, A. (1995) · Personality and Social Psychology Bulletin · doi:10.1177/0146167295213003 · Cited by 1,641 · see citing works
Self-citationAgency as a fourth aspect of students’ engagement during learning activities
Reeve, J., & Tseng, C.-M. (2011) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2011.05.002 · Cited by 1,618 · see citing works
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009) · Educational and Psychological Measurement · doi:10.1177/0013164408323233 · Cited by 1,587 · see citing works
Grit: The Power of Passion and Perseverance
Shukla, S. (2017) · Harvard Educational Review · doi:10.17763/1943-5045-87.4.588 · Cited by 1,501 · see citing works
Meece, J. L., Wigfield, A., & Eccles, J. S. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.60 · Cited by 1,241 · see citing works
Self-citationMarsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005) · Child Development · doi:10.1111/j.1467-8624.2005.00853.x · Cited by 1,198 · see citing works
Handbook of Motivation at School
(2016) · Routledge eBooks · doi:10.4324/9781315773384 · Cited by 1,165 · see citing works
A Heuristic Method for Estimating the Relative Weight of Predictor Variables in Multiple Regression
JOHNSON, J. (2000) · Multivariate Behavioral Research · doi:10.1207/s15327906mbr3501_1 · Cited by 1,138 · see citing works
Kuncel, N. R., Credé, M., & Thomas, L. L. (2005) · Review of Educational Research · doi:10.3102/00346543075001063 · Cited by 1,137 · see citing works
Wigfield, A., & Cambria, J. (2010) · Developmental Review · doi:10.1016/j.dr.2009.12.001 · Cited by 1,038 · see citing works
Self-citationHistory and Use of Relative Importance Indices in Organizational Research
Johnson, J. W., & LeBreton, J. M. (2004) · Organizational Research Methods · doi:10.1177/1094428104266510 · Cited by 1,009 · see citing works
Women's underrepresentation in science: sociocultural and biological considerations
Ceci, S. J., Williams, W. M., & Barnett, S. M. (2009) · Psychological Bulletin · doi:10.1037/a0014412 · Cited by 957 · see citing works
The grit effect: Predicting retention in the military, the workplace, school and marriage
Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00036 · Cited by 955 · see citing works
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2004.01.006 · Cited by 896 · see citing works
The structure of academic self-concept: The Marsh/Shavelson model.
Marsh, H. W. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.4.623 · Cited by 820 · see citing works
Martin, A. J. (2006) · British Journal of Educational Psychology · doi:10.1348/000709906x118036 · Cited by 739 · see citing works
Wolters, C. A., & Hussain, M. R. (2014) · Metacognition and Learning · doi:10.1007/s11409-014-9128-9 · Cited by 655 · see citing works
Development of Achievement Motivation and Engagement
Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015) · Handbook of Child Psychology and Developmental Science · doi:10.1002/9781118963418.childpsy316 · Cited by 646 · see citing works
Self-citationThe alleged crisis and the illusion of exact replication
Stroebe, W., & Strack, F. (2014) · Perspectives on Psychological Science · doi:10.1177/1745691613514450 · Cited by 597 · see citing works
Interest, motivation and learning: An educational-psychological perspective
Krapp, A. (1999) · European Journal of Psychology of Education · doi:10.1007/bf03173109 · Cited by 595 · see citing works
The importance of motivation as a predictor of school achievement
Steinmayr, R., & Spinath, B. (2008) · Learning and Individual Differences · doi:10.1016/j.lindif.2008.05.004 · Cited by 592 · see citing works
Self-citationThe Math and Science Engagement Scales: Scale development, validation, and psychometric properties
Wang, M.-T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2016.01.008 · Cited by 592 · see citing works
Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2010) · British Journal of Educational Psychology · doi:10.1348/2044-8279.002004 · Cited by 580 · see citing works
Influences on Achievement: Goals, Perceived Ability, and Cognitive Engagement
Greene, B. A., & Miller, R. B. (1996) · Contemporary Educational Psychology · doi:10.1006/ceps.1996.0015 · Cited by 579 · see citing works
How children succeed: grit, curiosity, and the hidden power of character
(2013) · Choice Reviews Online · doi:10.5860/choice.50-5134 · Cited by 531 · see citing works
Muenks, K. M., Wigfield, A., Yang, J. S., & O’Neal, C. R. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000153 · Cited by 481 · see citing works
Self-citationInterpreting Multiple Linear Regression: A Guidebook of Variable Importance
Nathans, L., Oswald, F. L., & Nimon, K. (2020) · doi:10.7275/5fex-b874 · Cited by 479 · see citing works
Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2006) · The Search Institute Series on Developmentally Attentive Community and Society · doi:10.1007/0-387-23823-9_19 · Cited by 469 · see citing works
True grit and genetics: Predicting academic achievement from personality.
Rimfeld, K., Kovas, Y. V., Dale, P. S., & Plomin, R. J. (2016) · Journal of Personality and Social Psychology · doi:10.1037/pspp0000089 · Cited by 461 · see citing works
Unpacking grit: Motivational correlates of perseverance and passion for long-term goals
Culin, K. R. V., Tsukayama, E., & Duckworth, A. L. (2014) · The Journal of Positive Psychology · doi:10.1080/17439760.2014.898320 · Cited by 457 · see citing works
Spinath, B., Spinath, F. M., Harlaar, N., & Plomin, R. J. (2006) · Intelligence · doi:10.1016/j.intell.2005.11.004 · Cited by 438 · see citing works
Strayhorn, T. L. (2013) · Journal of African American Studies · doi:10.1007/s12111-012-9243-0 · Cited by 417 · see citing works
Grit: The Power of Passion and Perseverance
Duckworth, A. L. (2016) · Open PRAIRIE (South Dakota State University) · Cited by 385 · see citing works
Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2006) · Journal of Personality · doi:10.1111/j.1467-6494.2005.00380.x · Cited by 317 · see citing works
Grades and Test Scores: Accounting for Observed Differences
Willingham, W. W., Pollack, J. M., & Lewis, C. (2002) · Journal of Educational Measurement · doi:10.1111/j.1745-3984.2002.tb01133.x · Cited by 306 · see citing works
Sex differences in school achievement: what are the roles of personality and achievement motivation?
Steinmayr, R., & Spinath, B. (2008) · European Journal of Personality · doi:10.1002/per.676 · Cited by 287 · see citing works
Self-citationAssociations between grit, motivation, and achievement in high school students.
Muenks, K. M., Yang, J. S., & Wigfield, A. (2017) · Motivation Science · doi:10.1037/mot0000076 · Cited by 269 · see citing works
Self-citationDetermining the statistical significance of relative weights.
Tonidandel, S., LeBreton, J. M., & JOHNSON, J. (2009) · Psychological Methods · doi:10.1037/a0017735 · Cited by 267 · see citing works
Grit and Work Engagement: A Cross-Sectional Study
Suzuki, Y., Tamesue, D., Asahi, K., & Ishikawa, Y. (2015) · PLoS ONE · doi:10.1371/journal.pone.0137501 · Cited by 206 · see citing works
A MULTIDIMENSIONAL APPROACH FOR EVALUATING VARIABLES IN ORGANIZATIONAL RESEARCH AND PRACTICE
LeBreton, J. M., Hargis, M. B., Griepentrog, B. K., Oswald, F. L., & Ployhart, R. E. (2007) · Personnel Psychology · doi:10.1111/j.1744-6570.2007.00080.x · Cited by 200 · see citing works
LeBreton, J. M., & Tonidandel, S. (2008) · Journal of Applied Psychology · doi:10.1037/0021-9010.93.2.329 · Cited by 194 · see citing works
Encyclopedia of Human Behavior
(2012) · Elsevier eBooks · doi:10.1016/c2009-1-03753-8 · Cited by 190 · see citing works
Marsh, H. W., Dowson, M. N., Pietsch, J., & Walker, R. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.3.518 · Cited by 183 · see citing works
Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents
Dumfart, B., & Neubauer, A. C. (2016) · Journal of Individual Differences · doi:10.1027/1614-0001/a000182 · Cited by 175 · see citing works
How does grit impact college students’ academic achievement in science?
Bazelais, P., Lemay, D. J., & Doleck, T. (2016) · European Journal of Science and Mathematics Education · doi:10.30935/scimath/9451 · Cited by 175 · see citing works
Davidson, O. B., Feldman, D. B., & Margalit, M. (2012) · The Journal of Psychology · doi:10.1080/00223980.2011.634862 · Cited by 170 · see citing works
PISA 2000 : Dokumentation der Erhebungsinstrumente
Kunter, M., Schümer, G., Artelt, C., Baumert, J., Klieme, E., Neubrand, M., Prenzel, M., Schiefele, U., Schneider, W., Stanat, P., et al. (2002) · Cited by 153 · see citing works
Becker, M., Lüdtke, O., Trautwein, U., Köller, O., & Baumert, J. (2012) · Journal of Educational Psychology · doi:10.1037/a0027608 · Cited by 146 · see citing works
Factors Affecting Relative Weights: The Influence of Sampling and Measurement Error
Johnson, J. W. (2004) · Organizational Research Methods · doi:10.1177/1094428104266018 · Cited by 137 · see citing works
Goal orientations predict academic performance beyond intelligence and personality
Steinmayr, R., Bipp, T., & Spinath, B. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2010.11.026 · Cited by 129 · see citing works
Self-citationA meta‐analysis of adult‐rated child personality and academic performance in primary education
Poropat, A. E. (2013) · British Journal of Educational Psychology · doi:10.1111/bjep.12019 · Cited by 123 · see citing works
Spinath, B., Freudenthaler, H. H., & Neubauer, A. C. (2009) · Personality and Individual Differences · doi:10.1016/j.paid.2009.11.028 · Cited by 116 · see citing works
“Letztes Halbjahr stand ich zwei”
Dickhäuser, O., & Plenter, I. (2005) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652.19.4.219 · Cited by 107 · see citing works
The roles of competence beliefs and goal orientations for change in intrinsic motivation.
Spinath, B., & Steinmayr, R. (2012) · Journal of Educational Psychology · doi:10.1037/a0028115 · Cited by 105 · see citing works
Self-citationKonstruktion und erste Validierung einer Skala zur Erfassung subjektiver schulischer Werte (SESSW)
Steinmayr, R., & Spinath, B. (2010) · Diagnostica · doi:10.1026/0012-1924/a000023 · Cited by 101 · see citing works
Self-citationAbuhassàn, A., & Bates, T. C. (2015) · Journal of Individual Differences · doi:10.1027/1614-0001/a000175 · Cited by 83 · see citing works
Spinath, B. (2012) · Elsevier eBooks · doi:10.1016/b978-0-12-375000-6.00001-x · Cited by 65 · see citing works
Predicting School Achievement from Motivation and Personality
Steinmayr, R., & Spinath, B. (2007) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652.21.3.207 · Cited by 54 · see citing works
Self-citationExamining Specific Versus General Measures of Achievement Goals
Baranik, L. E., Barron, K. E., & Finney, S. J. (2010) · Human Performance · doi:10.1080/08959281003622180 · Cited by 50 · see citing works
Effects of a Psychological Intervention on Factors of Emotional Development During Adolescence1
Garaigordobil, M. (2003) · European Journal of Psychological Assessment · doi:10.1027/1015-5759.20.1.66 · Cited by 49 · see citing works
Wer hat Biss? Beharrlichkeit und beständiges Interesse von Lehramtsstudierenden
Fleckenstein, J., Schmidt, F. T. C., & Møller, J. (2014) · Psychologie in Erziehung und Unterricht · doi:10.2378/peu2014.art22d · Cited by 25 · see citing works
Steinmayr, R., & Meißner, A. (2013) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000113 · Cited by 20 · see citing works
Self-citationWigfield, A., & Guthrie, J. T. (2015) · Routledge eBooks · doi:10.4324/9780203874844.ch29 · Cited by 15 · see citing works
Self-citationTestaufgaben Mathematik TIMSS 7./8. Klasse (Population 2)
Baumert, J., Lehmann, R., Lehrke, M., Clausen, M., Hosenfeld, I., Neubrand, J., Patjens, S., Jungclaus, H., & Günther, W. (1998) · Max Planck Institute for Plasma Physics · Cited by 9 · see citing works
Flagged first, then by citations
7 of the 94 references couldn’t be matched to a known paper.
Cited by
Sorted by citations
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.731721 · Cited by 762 · see citing works
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01730 · Cited by 458 · see citing works
Self-citationBuilding Grit: The Longitudinal Pathways between Mindset, Commitment, Grit, and Academic Outcomes
Tang, X., Wang, M., Guo, J., & Salmela‐Aro, K. (2019) · Journal of Youth and Adolescence · doi:10.1007/s10964-019-00998-0 · Cited by 320 · see citing works
A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT
Khajavy, G. H., MacIntyre, P. D., & Hariri, J. (2020) · Studies in Second Language Acquisition · doi:10.1017/s0272263120000480 · Cited by 305 · see citing works
Perseverant grit and self-efficacy: Are both essential for children’s academic success?
Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000324 · Cited by 270 · see citing works
Wei, H., Gao, K., & Wang, W. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01508 · Cited by 233 · see citing works
Karlen, Y., Suter, F., Hirt, C. N., & Merki, K. M. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.101757 · Cited by 194 · see citing works
Beyond Passion and Perseverance: Review and Future Research Initiatives on the Science of Grit
Datu, J. A. D. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.545526 · Cited by 187 · see citing works
Lam, K. K. L., & Zhou, M. (2019) · Psychology in the Schools · doi:10.1002/pits.22302 · Cited by 168 · see citing works
School-Related and Individual Predictors of Subjective Well-Being and Academic Achievement
Steinmayr, R., Heyder, A., Naumburg, C., Michels, J., & Wirthwein, L. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02631 · Cited by 153 · see citing works
Self-citationLiu, E., & Wang, J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.666892 · Cited by 132 · see citing works
Personality and Intelligence Interact in the Prediction of Academic Achievement
Bergold, S., & Steinmayr, R. (2018) · Journal of Intelligence · doi:10.3390/jintelligence6020027 · Cited by 110 · see citing works
Self-citationRad, H. S., & Jafarpour, A. (2022) · Reading & Writing Quarterly · doi:10.1080/10573569.2022.2096517 · Cited by 114 · see citing works
Wang, L.-H., & Yu, Z.-G. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1136141 · Cited by 90 · see citing works
Steinmayr, R., Lazarides, R., Weidinger, A. F., & Christiansen, H. (2021) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000306 · Cited by 68 · see citing works
Self-citationFathi, J., Pawlak, M., Saeedian, A., & Ghaderi, A. (2024) · Language Teaching Research · doi:10.1177/13621688241227603 · Cited by 69 · see citing works
A clash of constructs? Re-examining grit in light of academic buoyancy and future time perspective
Fong, C. J., & Kim, Y. W. (2019) · Current Psychology · doi:10.1007/s12144-018-0120-4 · Cited by 66 · see citing works
Wan, S., Lauermann, F., Bailey, D. H., & Eccles, J. S. (2021) · Psychological Bulletin · doi:10.1037/bul0000340 · Cited by 61 · see citing works
Jin, Y. (2024) · Learning and Motivation · doi:10.1016/j.lmot.2024.101960 · Cited by 58 · see citing works
The relationship between student’s perceptions of their school environment and academic achievement
Edgerton, E., & McKechnie, J. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.959259 · Cited by 52 · see citing works
Santos, A. C., Simões, C., Melo, M. H. D. S., Santos, M. F., Freitas, I. D. S., Branquinho, C., Cefai, C., & Arriaga, P. (2023) · Educational Research Review · doi:10.1016/j.edurev.2023.100535 · Cited by 58 · see citing works
Grit Assessment: Is One Dimension Enough?
Postigo, Á., Cuesta, M., Garcı́a-Cueto, E., Menéndez-Aller, Á., González‐Nuevo, C., & Muñiz, J. (2020) · Journal of Personality Assessment · doi:10.1080/00223891.2020.1848853 · Cited by 53 · see citing works
Temporal Stability of Grit and School Performance in Adolescents: A Longitudinal Perspective
Postigo, Á., Cuesta, M., Fernández-Alonso, R., Garcı́a-Cueto, E., & Muñiz, J. (2020) · Psicologí a Educativa · doi:10.5093/psed2021a4 · Cited by 46 · see citing works
Liu, Y. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.872014 · Cited by 51 · see citing works
Huttunen, I., Upadyaya, K., & Salmela‐Aro, K. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102537 · Cited by 40 · see citing works
Sun, W., Shi, H., & Yan, Y. F. (2023) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-023-00786-2 · Cited by 41 · see citing works
Grit in Second Language Learning and Teaching: Introduction to the Special Issue
MacIntyre, P. D., & Khajavy, G. H. (2021) · Journal for the Psychology of Language Learning · doi:10.52598/jpll/3/2/1 · Cited by 40 · see citing works
A Method for Predicting the Academic Performances of College Students Based on Education System Data
Liu, C., Wang, H., & Yuan, Z. (2022) · Mathematics · doi:10.3390/math10203737 · Cited by 35 · see citing works
Nunes, C., Oliveira, T., Castelli, M., & Cruz‐Jesus, F. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e13335 · Cited by 55 · see citing works
Self-determined profiles of academic motivation
Tóth-Király, I., Morin, A. J. S., Litalien, D., Valuch, M., Bőthe, B., Orosz, G., & Rigó, A. (2022) · Motivation and Emotion · doi:10.1007/s11031-021-09918-x · Cited by 32 · see citing works
Should Language Acquisition Researchers Study “Grit”? A Cautionary Note and Some Suggestions
Credé, M., & Tynan, M. (2021) · Journal for the Psychology of Language Learning · doi:10.52598/jpll/3/2/3 · Cited by 33 · see citing works
Initial Development and Psychometric Evidence of Physical Education Grit Scale (PE-Grit)
Guelmami, N., Chalghaf, N., Tannoubi, A., Puce, L., Azaiez, F., & Bragazzi, N. L. (2022) · Frontiers in Public Health · doi:10.3389/fpubh.2022.818749 · Cited by 36 · see citing works
Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety
Heydarnejad, T., Ismail, S. M., Shakibaei, G., & Saeedian, A. (2022) · Language Testing in Asia · doi:10.1186/s40468-022-00200-6 · Cited by 33 · see citing works
The Bright and Dark Aspects of Grit in the Pursuit of Success
Houston, J. M., Luchner, A. F., Davidson, A. J., Gonzalez, J. S., Steigerwald, N., & Leftwich, C. (2020) · Psychological Reports · doi:10.1177/0033294120907316 · Cited by 28 · see citing works
Passion and grit in the pursuit of long-term personal goals in college students
Verner‐Filion, J., Schellenberg, B. J. I., Holding, A. C., & Koestner, R. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101939 · Cited by 33 · see citing works
Math Mindsets and Academic Grit: How Are They Related to Primary Math Achievement?
Kaya, S., & KARAKOÇ, D. (2022) · European Journal of Science and Mathematics Education · doi:10.30935/scimath/11881 · Cited by 26 · see citing works
Liu, E., Wang, J., & Bai, S. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.971495 · Cited by 27 · see citing works
Kırmızı, Ö., Irgatoğlu, A., & Atalmış, E. H. (2023) · SAGE Open · doi:10.1177/21582440231208997 · Cited by 31 · see citing works
Benneker, I. M. B., Lee, N. C., & van Atteveldt, N. (2023) · npj Science of Learning · doi:10.1038/s41539-023-00153-2 · Cited by 28 · see citing works
Lan, X. (2022) · Personality and Individual Differences · doi:10.1016/j.paid.2022.112012 · Cited by 24 · see citing works
Alamri, M. M. (2023) · Sustainability · doi:10.3390/su15032264 · Cited by 29 · see citing works
Exploring and addressing concerns surrounding L2 grit: A longitudinal perspective
Khajavy, G. H., Modarresi, G., & Hejazi, S. Y. (2025) · Learning and Individual Differences · doi:10.1016/j.lindif.2025.102660 · Cited by 22 · see citing works
Xu, K. M., Meijs, C. J. C., Gijselaers, H. J. M., Neroni, J., & de Groot, R. H. M. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.563585 · Cited by 20 · see citing works
Kooken, J. W., Zaini, R. M., & Arroyo, I. (2021) · Metacognition and Learning · doi:10.1007/s11409-020-09252-6 · Cited by 19 · see citing works
Academic grit modulates school performance evolution over time: A latent transition analysis
Postigo, Á., Cuesta, M., Fernández-Alonso, R., Garcı́a-Cueto, E., & Muñiz, J. (2021) · Revista de Psicodidáctica (English ed ) · doi:10.1016/j.psicoe.2021.03.001 · Cited by 20 · see citing works
The Role of Grit In Indonesian Student
Muhibbin, M. A., & Wulandari, R. S. (2021) · Psychosophia Journal of Psychology Religion and Humanity · doi:10.32923/psc.v3i2.1725 · Cited by 31 · see citing works
Riordan, B. C., Conner, T., Scarf, D., Winter, T., Mason, A., Anderson-Luxford, D., & Kuntsche, E. (2023) · Journal of Substance Use · doi:10.1080/14659891.2023.2288846 · Cited by 18 · see citing works
The Role of Grit in Students’ L2 Engagement in the English as a Foreign Language Classroom
Liu, J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.749844 · Cited by 18 · see citing works
Grit and Resilience as Predictors of Creativity Among Chinese English as a Foreign Language Teachers
Sun, J. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.923313 · Cited by 19 · see citing works
Who feels like they belong? Personality and belonging in college
Stubblebine, A. M., Gopalan, M., & Brady, S. T. (2024) · PLoS ONE · doi:10.1371/journal.pone.0295436 · Cited by 18 · see citing works
Postigo, Á., Cuesta, M., Fernández-Alonso, R., Garcı́a-Cueto, E., & Muñiz, J. (2021) · Revista de Psicodidáctica · doi:10.1016/j.psicod.2021.02.002 · Cited by 15 · see citing works
Hoferichter, F., & Raufelder, D. (2022) · British Journal of Educational Psychology · doi:10.1111/bjep.12514 · Cited by 18 · see citing works
School Engagement for Avoiding Dropout in Middle School Education
Manzuoli, C. H., Báez, C. P., & Sánchez, A. D. V. (2019) · International Education Studies · doi:10.5539/ies.v12n5p35 · Cited by 15 · see citing works
Obeng, P., Srem‐Sai, M., Salifu, I., Amoadu, M., Arthur, F., Agormedah, E. K., Hagan, J. E., & Schack, T. (2025) · British Educational Research Journal · doi:10.1002/berj.4185 · Cited by 14 · see citing works
Agarin, M. A. L. (2021) · EPRA International Journal of Multidisciplinary Research (IJMR) · Cited by 14 · see citing works
Learning Motivation, Socioemotional Skills and School Achievement in Elementary School Students
Chiappetta-Santana, L. H. B., Jesuíno, A. D. S. A., & Lima‐Costa, A. R. (2022) · Paidéia (Ribeirão Preto) · doi:10.1590/1982-4327e3232 · Cited by 14 · see citing works
Postigo, Á., García-Fernández, J., Cuesta, M., González‐Nuevo, C., Menéndez-Aller, Á., & Garcı́a-Cueto, E. (2023) · European Journal of Psychological Assessment · doi:10.1027/1015-5759/a000766 · Cited by 14 · see citing works
Rost, D. H., & Feng, X. (2024) · Behavioral Sciences · doi:10.3390/bs14010040 · Cited by 18 · see citing works
Datu, J. A. D., Chiu, M. M., Mateo, N. J., & Yang, L. (2024) · International Journal of STEM Education · doi:10.1186/s40594-024-00462-x · Cited by 20 · see citing works
Validating the Chinese Version of the Academic Grit Scale in Selected Adolescents
Tang, H., Zhou, S., Du, X., Mo, Q., & Xing, Q. (2022) · Journal of Psychoeducational Assessment · doi:10.1177/07342829221129078 · Cited by 13 · see citing works
Strobel, A., Strobel, A., Preckel, F., & Steinmayr, R. (2024) · AERA Open · doi:10.1177/23328584231218961 · Cited by 16 · see citing works
Self-citationThe domain-specific grammar grit questionnaire: a cross-cultural validation study
Pawlak, M., Fathi, J., & Kruk, M. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2024.2322692 · Cited by 16 · see citing works
The effects of deeper learning opportunities on student achievement: Examining differential pathways
Ottmar, E. (2019) · Psychology in the Schools · doi:10.1002/pits.22237 · Cited by 13 · see citing works
Wei, J., & Liu, R. (2022) · Learning and Individual Differences · doi:10.1016/j.lindif.2022.102142 · Cited by 13 · see citing works
Hagen, F. S., & Solem, S. (2020) · Social Psychological and Personality Science · doi:10.1177/1948550620933421 · Cited by 13 · see citing works
Adolescent students’ grit: Do parents’ grit and educational expectations matter?
Won, S., & Lee, Y. J. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102137 · Cited by 14 · see citing works
Secondary Education in COVID Lockdown: More Anxious and Less Creative—Maybe Not?
Patston, T., Kennedy, J., Jaeschke, W., Kapoor, H., Leonard, S. N., Cropley, D. H., & Kaufman, J. C. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.613055 · Cited by 12 · see citing works
Gao, J., Hodis, F. A., & Tait, C. (2022) · Personality and Individual Differences · doi:10.1016/j.paid.2021.111474 · Cited by 12 · see citing works
Guo, J., Tang, X., Marsh, H. W., Parker, P. D., Basarkod, G., Sahdra, B. K., Ranta, M., & Salmela‐Aro, K. (2021) · doi:10.31234/osf.io/ahg8p · Cited by 12 · see citing works
Jiang, H., & Yu, X. (2024) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-024-00929-z · Cited by 12 · see citing works
Lee, J. H., Cho, J.-H., Kwak, Y., Ko, B., & Cho, E.-H. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18105361 · Cited by 11 · see citing works
Hein, V., Koka, A., Tilga, H., Kalajas-Tilga, H., & Raudsepp, L. (2021) · Perceptual and Motor Skills · doi:10.1177/00315125211040448 · Cited by 11 · see citing works
Chen, C., & Gong, X. (2021) · Springer eBooks · doi:10.1007/978-3-030-57389-8_3 · Cited by 13 · see citing works
Can social support make adolescents gritty? The moderating roles of age and gender
Song, L., Zhou, Y., & Yong, W. (2021) · Current Psychology · doi:10.1007/s12144-021-01581-2 · Cited by 11 · see citing works
Carolina Aspillaga, H., Alfaro, J., Carrillo, G., Inostroza, C., Escobar, K., & Villarroel, A. (2022) · Child Indicators Research · doi:10.1007/s12187-021-09903-3 · Cited by 10 · see citing works
Hagen, R. V., Lorås, H. W., Sigmundsson, H., & Haga, M. (2021) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.2021-0063 · Cited by 11 · see citing works
Werang, B. R., Agung, A. A. G., Jampel, I. N., Gading, I. K., Jim, E. L., Asaloei, S. I., & Sianturi, M. (2024) · International Journal of Religion · doi:10.61707/125w8p12 · Cited by 10 · see citing works
Wolff, F., Schmidt, F. T. C., Borzikowsky, C., Møller, J., & Wagner, J. (2020) · Current Psychology · doi:10.1007/s12144-019-00600-7 · Cited by 9 · see citing works
When to grit and when to quit: (How) should grit be taught in K-12 classrooms?
Audley, S., & Donaldson, M. (2022) · Theory Into Practice · doi:10.1080/00405841.2022.2096377 · Cited by 8 · see citing works
Guo, M. (2023) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-023-00735-z · Cited by 8 · see citing works
Soleimanzadeh, S., Khajavy, G. H., & Barabadi, E. (2023) · Applied Linguistics Review · doi:10.1515/applirev-2022-0076 · Cited by 9 · see citing works
Separating the effects of self-evaluation bias and self-view on grades
Paschke, P., Weidinger, A. F., & Steinmayr, R. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101940 · Cited by 9 · see citing works
Self-citationOnker, V., Singh, D. K. K., Lamkuche, H. S., Kumar, S., Sharma, V. S., Chowdhary, C. L., & Kumar, V. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13357-3 · Cited by 12 · see citing works
A Personality-Driven Recommender System for Cross-Domain Learning Based on Holland Code Assessments
Su, J.-H., Liao, Y.-W., Xu, J., & Zhao, Y. (2021) · Sustainability · doi:10.3390/su13073936 · Cited by 7 · see citing works
Role of Grit in Secondary School Students’ Academic Engagement and Performance: A Meta-Examination
Saleh, S., Ashari, Z. M., Kosnin, A. M., Rahmani, A. S., & Zainudin, N. F. (2019) · International Journal of Engineering and Advanced Technology · doi:10.35940/ijeat.f1081.0986s319 · Cited by 7 · see citing works
Sind Gymnasiastinnen und Gymnasiasten mit mehr Grit erfolgreicher?
Karlen, Y., Merki, K. M., Hirt, C. N., & Suter, F. (2018) · Unterrichtswissenschaft · doi:10.1007/s42010-018-0030-z · Cited by 7 · see citing works
Huo, M., & Ning, B. (2024) · British Journal of Psychology · doi:10.1111/bjop.12751 · Cited by 6 · see citing works
Grund, A., Cate, I. P.-T., & Fischbach, A. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101868 · Cited by 6 · see citing works
Analyzing students' persistence using an event-based model
Moreno-Marcos, P. M., Muñoz‐Merino, P. J., Alario‐Hoyos, C., & Kloos, C. D. (2019) · Cited by 6 · see citing works
Sun, W., & Pan, F. (2026) · System · doi:10.1016/j.system.2026.104035 · Cited by 5 · see citing works
Linear and nonlinear relationships between self-evaluation and self-evaluation bias with grades
Paschke, P., Weidinger, A. F., & Steinmayr, R. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102266 · Cited by 8 · see citing works
Self-citationSteinmayr, R., Lazarides, R., Wirthwein, L., & Christiansen, H. (2023) · Zeitschrift für Psychologie · doi:10.1027/2151-2604/a000528 · Cited by 5 · see citing works
Self-citationGrit bei Adoleszenten: eine „neue“ leistungsthematisch-motivationale Eigenschaft?
Feng, X., & Rost, D. H. (2019) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000247 · Cited by 5 · see citing works
Matteson, S., & Grant, M. M. (2024) · TechTrends · doi:10.1007/s11528-024-00996-5 · Cited by 4 · see citing works
Huo, M., & Ning, B. (2025) · Social Science & Medicine · doi:10.1016/j.socscimed.2025.118286 · Cited by 4 · see citing works
Zhang, Q., & Jing, S. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.106484 · Cited by 8 · see citing works
Mathematics and Mother Tongue Academic Achievement: A Machine Learning Approach
Nunes, C., Beatriz-Afonso, A., Cruz‐Jesus, F., Oliveira, T., & Castelli, M. (2022) · Emerging Science Journal · doi:10.28991/esj-2022-sied-010 · Cited by 5 · see citing works
Xu, J., Yin, Y., & Cheng, K. (2025) · The Journal of Psychology · doi:10.1080/00223980.2025.2488865 · Cited by 4 · see citing works
Postigo, Á., Mendes, A., Garcı́a-Cueto, E., & Almeida, L. S. (2022) · Aula Abierta · doi:10.17811/rifie.51.2.2022.113-120 · Cited by 5 · see citing works
Baxriddinovna, O. M. (2022) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2022.100315 · Cited by 6 · see citing works
- Authors
- Steinmayr, R., Weidinger, A. F., & Wigfield, A.
- Affiliations
- TU Dortmund University (DE)
- University of Maryland, College Park (US)
- Corresponding author
- Steinmayr, Ricarda
- Venue
- Contemporary Educational Psychology
- Publisher
- Elsevier BV
- Published
- 2018-04
- Volume
- 53
- Pages
- 106-122
- ISSN
- 0361-476X (ISSN-L)
- OpenAlex
- W2793937290
- Cited by
- 163
- References
- 94
- Citations by year
- 2026: 16 · 2025: 18 · 2024: 27 · 2023: 19 · 2022: 26 · 2021: 26 · 2020: 11 · 2019: 16 · 2018: 4
- FWCI
- 19.30
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Contemporary Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
- Keywords
- grit, academic performance, incremental validity, Big Five personality traits, school engagement, motivation, self-efficacy, conscientiousness, intelligence, adolescents, relative weight analysis, student grades, mathematics achievement
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
