The DOI matches its Crossref record; 41 of the 41 references it cites were found in a registry or an index.
True grit and genetics: Predicting academic achievement from personality.
Open accessAbstract
Grit-perseverance and passion for long-term goals-has been shown to be a significant predictor of academic success, even after controlling for other personality factors. Here, for the first time, we use a U.K.-representative sample and a genetically sensitive design to unpack the etiology of Grit and its prediction of academic achievement in comparison to well-established personality traits. For 4,642 16-year-olds (2,321 twin pairs), we used the Grit-S scale (perseverance of effort and consistency of interest), along with the Big Five personality traits, to predict grades on the General Certificate of Secondary Education (GCSE) exams, which are administered U.K.-wide at the end of compulsory education. Twin analyses of Grit perseverance yielded a heritability estimate of 37% (20% for consistency of interest) and no evidence for shared environmental influence. Personality, primarily conscientiousness, predicts about 6% of the variance in GCSE grades, but Grit adds little to this prediction. Moreover, multivariate twin analyses showed that roughly two-thirds of the GCSE prediction is mediated genetically. Grit perseverance of effort and Big Five conscientiousness are to a large extent the same trait both phenotypically (r = 0.53) and genetically (genetic correlation = 0.86). We conclude that the etiology of Grit is highly similar to other personality traits, not only in showing substantial genetic influence but also in showing no influence of shared environmental factors. Personality significantly predicts academic achievement, but Grit adds little phenotypically or genetically to the prediction of academic achievement beyond traditional personality factors, especially conscientiousness. (PsycINFO Database Record
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Cites
Genetics of Food Intake Self-Regulation in Childhood: Literature Review and Research Opportunities
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Grit: 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
High self-control predicts good adjustment, less pathology, better grades, and interpersonal success
Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004) · Journal of Personality · doi:10.1111/j.0022-3506.2004.00263.x · Cited by 6,557
A gradient of childhood self-control predicts health, wealth, and public safety
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B. W., Ross, S., et al. (2011) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1010076108 · Cited by 4,885
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“For example, self-efficacy has consistently been shown to be associated with school achievement (Chamorro-Premuzic, Harlaar, Greven, & Plomin, 2010; Greven, Harlaar, Kovas, ChamorroPremuzic, & Plomin, 2009; Luciano et al., 2006; Richardson et al., 2012; Zimmerman, Bandura, & Martinez-Pons, 1992).”
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
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
Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting
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OpenMx: An Open Source Extended Structural Equation Modeling Framework
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Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores.
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Cited by
L2 grit: passion and perseverance for second-language learning
Teimouri, Y., Plonsky, L., & Tabandeh, F. (2022) · Language Teaching Research · doi:10.1177/1362168820921895 · Cited by 503
Why grit requires perseverance and passion to positively predict performance
Jachimowicz, J. M., Wihler, A., Bailey, E. R., & Galinsky, A. D. (2018) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1803561115 · Cited by 220
Steinmayr, R., Weidinger, A. F., & Wigfield, A. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.02.004 · Cited by 163
Beyond perceived ability: the contribution of psychosocial factors to academic performance
Dixson, D. D., Worrell, F. C., Olszewski‐Kubilius, P., & Subotnik, R. F. (2016) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.13210 · Cited by 145
Easy as (Happiness) Pie? A Critical Evaluation of a Popular Model of the Determinants of Well-Being
Brown, N. J. L., & Rohrer, J. M. (2020) · Journal of Happiness Studies · doi:10.1007/s10902-019-00128-4 · Cited by 64
Metadata
- Authors
- Rimfeld, K., Kovas, Y., Dale, P. S., & Plomin, R.
- Venue
- Journal of Personality and Social Psychology
- Published
- 2016-11
- Volume
- 111
- Issue
- 5
- Pages
- 780-789
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W2276621897
- Cited by
- 459
- References
- 41
- FWCI
- 72.75
- Type
- journal article
- Language
- en
- Open access
- hybrid
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