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  • 1
    Online Resource
    Online Resource
    Educational stays abroad and the development of self-perceived grit: A longitudinal analysis in young adulthood
    Springer Science and Business Media LLC ; 2022
    In:  Current Psychology Vol. 41, No. 2 ( 2022-02), p. 847-862
    Details
    In: Current Psychology, Springer Science and Business Media LLC, Vol. 41, No. 2 ( 2022-02), p. 847-862
    Abstract: Grit can be viewed as a facet of conscientiousness consisting of the two sub-facets perseverance of effort and consistency of interest. Although ample research illustrates the importance of grit for educational attainment, little is known about its developmental trajectories. The goal of the present study was to examine the development of self-perceptions in the two grit facets during educational stays abroad in young adulthood. We measured grit in a sample of 179 German sojourners, who went abroad for some type of educational stay, immediately before the start of their stay abroad (T1), 3 months afterwards (T2), and 15 months afterwards (T3). We compared the developmental trajectories across T1 and T2 with a control group of 112 Germans staying at home during this period. Multivariate latent change score models showed an increase in perseverance of effort between T1 and T2 in the group of sojourners, which did not emerge in the control group and persisted throughout T3. Consistency of interest did not change between T1 and T2, but sojourners showed an increase in consistency of interest between T1 and T3. This change was positively predicted by the time sojourners had spent abroad. Although we found different developmental trajectories for perseverance of effort and consistency of interest, substantial correlated change between these facets indicated similar processes to account for change in both traits. We discuss implications for research on the development of grit as well as the role of educational stays abroad.
    Type of Medium: Online Resource
    ISSN: 1046-1310 , 1936-4733
    URL: Article
    DOI: 10.1007/s12144-019-00600-7
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2022
    detail.hit.zdb_id: 2021598-8
    SSG: 5,2
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  • 2
    Online Resource
    Online Resource
    A closer look at the domain‐specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large‐scale longitudinal studies
    Wiley ; 2023
    In:  British Journal of Educational Psychology Vol. 93, No. 1 ( 2023-03), p. 113-133
    Details
    In: British Journal of Educational Psychology, Wiley, Vol. 93, No. 1 ( 2023-03), p. 113-133
    Abstract: Many empirical investigations focus on how personality traits and academic motivation are related to academic achievement. Regarding the personality traits described in the five‐factor model, prior research has shown associations between openness to experience and language achievement in particular. Following the principle of trait activation, associations with intrinsic value can explain these domain‐specific relationships of openness with achievement. Aims This study investigated whether intrinsic value mediates the associations of openness to experience with language achievement to understand these associations more closely. Based on the principle of trait activation, we combined openness to experience with intrinsic value as a motivational construct more proximal to behaviour. Samples We capitalized on two large‐scale longitudinal data sets ( N  = 1994; M  = 16.8 years; 51% female; and N  = 2722; M  = 17.34 years; 58% female) of German‐speaking students in upper secondary education with two points of measurement, respectively. Methods We assessed achievement using report card grades and standardized test scores, capturing three language subskills: reading and listening, measured by standardized tests, and writing competencies, measured by essay assignments. We conducted mediation analysis using bootstrapped confidence intervals and robust standard errors to account for dependencies in the data due to students clustered within classrooms. Results and Conclusions Overall, our results show that intrinsic value mediated the relationship between openness and achievement in English as a foreign language. The results remained stable when controlling for prior achievement, predicting achievement gains. Our investigation provides empirical insights into the manifestations of personality in academic contexts. We discuss the limitations of our approach, with a focus on the use of a mediation analysis in this research design.
    Type of Medium: Online Resource
    ISSN: 0007-0998 , 2044-8279
    URL: Issue
    URL: Article
    DOI: 10.1111/bjep.v93.1
    DOI: 10.1111/bjep.12543
    Language: English
    Publisher: Wiley
    Publication Date: 2023
    detail.hit.zdb_id: 280391-4
    detail.hit.zdb_id: 1501130-6
    SSG: 5,2
    SSG: 5,3
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  • 3
    Online Resource
    Online Resource
    Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates
    MDPI AG ; 2020
    In:  Sustainability Vol. 12, No. 7 ( 2020-04-08), p. 2985-
    Details
    In: Sustainability, MDPI AG, Vol. 12, No. 7 ( 2020-04-08), p. 2985-
    Abstract: The PISA studies provide unique opportunities to investigate the competencies and attitudes of 15-year-olds across the world. Past research investigating environmental awareness (EA) in PISA 2006 found associations between EA and science-related competencies and attitudes. Investigating EA in the PISA studies may have important implications for education for sustainable development (ESD): results may show which factors should be considered in educational interventions to enhance students’ EA. Cross-national analyses of EA may provide insights into the predictors of EA on a local, national or international level. This study investigates the individual, school, and country level predictors of EA in PISA 2015 (365,194 students, 12,594 schools, 53 countries). The multi-level regression analysis on EA reveals that most of the variance is located at the student level. On the individual level, variables related to science learning in school are associated with EA across all countries. This study also compares the degrees of EA in the 2006 and 2015 populations. The results show similar degrees of EA in 2006 and 2015. Altogether, the study provides cross-country evidence on important aspects that should be addressed in successful ESD programs.
    Type of Medium: Online Resource
    ISSN: 2071-1050
    URL: Article
    DOI: 10.3390/su12072985
    Language: English
    Publisher: MDPI AG
    Publication Date: 2020
    detail.hit.zdb_id: 2518383-7
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  • 4
    Online Resource
    Online Resource
    A reciprocal perspective on the differential associations between personality traits and multiple indicators of academic achievement
    Wiley ; 2023
    In:  Journal of Personality
    Details
    In: Journal of Personality, Wiley
    Abstract: This study aims to explore the reciprocal associations between personality traits (conscientiousness and openness to experience) and academic achievement in adolescents, using the Personality Achievement Saturation Hypothesis (PASH). Background Personality traits, especially conscientiousness, and openness, have been identified as strong predictors of academic achievement. The PASH provides a framework for understanding these relationships but has mainly been studied from a unidirectional perspective. This study extends the PASH to examine reciprocal associations and how they vary with different achievement indicators. Methods Using large‐scale panel data ( N = 6482) of secondary school students in Germany, we applied cross‐lagged panel models and latent change score models to examine the differential reciprocal associations between personality traits (conscientiousness/openness) and academic achievement (school grades/achievement test scores) in language and math over two years from grades 7 to 9. Results In line with the PASH, initial levels of conscientiousness were more strongly associated with school grades than with achievement test scores over two years. Simultaneously, prior school grades were more strongly associated with conscientiousness over two years. However, initial levels of openness did not show differential associations with either school grades or achievement test scores over two years. Similarly, prior school grades and achievement test scores were also not differentially associated with openness over two years. Conclusions Our findings introduce an innovative lens through which we observe how the PASH can be leveraged to explain the differential reciprocal associations between conscientiousness and academic achievement. Further research is needed to examine if PASH could be similarly extended to disentangle the associations between openness and academic achievement.
    Type of Medium: Online Resource
    ISSN: 0022-3506 , 1467-6494
    URL: Article
    DOI: 10.1111/jopy.12871
    RVK:
    CL 1000
    Language: English
    Publisher: Wiley
    Publication Date: 2023
    detail.hit.zdb_id: 1481250-2
    SSG: 5,2
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  • 5
    Online Resource
    Online Resource
    Measuring Grit : A German Validation and a Domain-Specific Approach to Grit
    Hogrefe Publishing Group ; 2019
    In:  European Journal of Psychological Assessment Vol. 35, No. 3 ( 2019-05), p. 436-447
    Details
    In: European Journal of Psychological Assessment, Hogrefe Publishing Group, Vol. 35, No. 3 ( 2019-05), p. 436-447
    Abstract: Abstract. The construct grit originates from positive psychology and describes an individual’s tendency to persistently pursue long-term goals despite challenges or obstacles. Previous research has shown that domain-general grit is a predictor of educational and vocational success. The present research aimed to establish and validate a German version of the Short Grit Scale by Duckworth and Quinn (2009) , named the BISS-8 ( Beharrlichkeit and Beständiges Intere sse) Scale, and to test for the domain specificity of grit in an educational context. We conducted three studies to investigate the BISS-8 Scale: in Study 1 ( N = 525 university students) confirmatory factor analyses (CFAs) replicated a two-dimensional higher-order structure for the scale. Study 2 ( N = 173 university students) investigated the correlations of grit with external criteria such as grade point average (GPA), generalized self-efficacy, general academic self-concept, and personality traits. Finally, in Study 3 ( N = 271 high school students), we found differential correlations with school achievement for domain-specific grit. Moreover, the validity of the BISS-8 Scale was also supported for adolescents by replicating the measurement model. All in all, our results indicate the validity of the BISS-8 Scale and show the importance to account for grit in different domains.
    Type of Medium: Online Resource
    ISSN: 1015-5759 , 2151-2426
    URL: Article
    DOI: 10.1027/1015-5759/a000407
    Language: English
    Publisher: Hogrefe Publishing Group
    Publication Date: 2019
    detail.hit.zdb_id: 2090873-8
    SSG: 5,2
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  • 6
    Online Resource
    Online Resource
    A New Measure of Reading Habit: Going Beyond Behavioral Frequency
    Frontiers Media SA ; 2016
    In:  Frontiers in Psychology Vol. 7 ( 2016-09-08)
    Details
    In: Frontiers in Psychology, Frontiers Media SA, Vol. 7 ( 2016-09-08)
    Type of Medium: Online Resource
    ISSN: 1664-1078
    URL: Article
    DOI: 10.3389/fpsyg.2016.01364
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2016
    detail.hit.zdb_id: 2563826-9
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  • 7
    Online Resource
    Online Resource
    Wer hat Biss? Beharrlichkeit und beständiges Interesse von Lehramtsstudierenden. Eine deutsche Adaptation der 12-Item Grit Scale
    Ernst Reinhardt, GmbH & Co. KG ; 2014
    In:  Psychologie in Erziehung und Unterricht Vol. 61, No. 4 ( 2014-09-22), p. 281-
    Details
    In: Psychologie in Erziehung und Unterricht, Ernst Reinhardt, GmbH & Co. KG, Vol. 61, No. 4 ( 2014-09-22), p. 281-
    Type of Medium: Online Resource
    ISSN: 0342-183X
    URL: Article
    DOI: 10.2378/peu2014.art22d
    RVK:
    DA 1000
    Language: Unknown
    Publisher: Ernst Reinhardt, GmbH & Co. KG
    Publication Date: 2014
    detail.hit.zdb_id: 2184489-6
    detail.hit.zdb_id: 124302-0
    SSG: 5,2
    SSG: 5,3
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  • 8
    Online Resource
    Online Resource
    Psychometric Assessment of the Short Grit Scale Among Czech Young Adults
    SAGE Publications ; 2021
    In:  Journal of Psychoeducational Assessment Vol. 39, No. 4 ( 2021-07), p. 508-513
    Details
    In: Journal of Psychoeducational Assessment, SAGE Publications, Vol. 39, No. 4 ( 2021-07), p. 508-513
    Abstract: The Grit Scale measures perseverance of effort and consistency of interest. The objective of this study is to validate the Czech adaptation of the Short Grit Scale using a sample of N = 302 Czech university students. The analysis of item characteristics and factor structure revealed good results. To investigate convergent and discriminant validity, learning approaches and the Big Five personality traits were used. Latent correlations with the Big Five personality traits and the facets of conscientiousness revealed the expected relationships for grit and the facet perseverance of effort in particular. All in all, the results indicate the validity of the Czech version of the Grit Scale.
    Type of Medium: Online Resource
    ISSN: 0734-2829 , 1557-5144
    URL: Article
    DOI: 10.1177/0734282920974817
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2021
    detail.hit.zdb_id: 2202407-4
    SSG: 5,2
    SSG: 5,3
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  • 9
    Online Resource
    Online Resource
    Halo effects in grading: an experimental approach
    Informa UK Limited ; 2023
    In:  Educational Psychology Vol. 43, No. 2-3 ( 2023-03-16), p. 246-262
    Details
    In: Educational Psychology, Informa UK Limited, Vol. 43, No. 2-3 ( 2023-03-16), p. 246-262
    Type of Medium: Online Resource
    ISSN: 0144-3410 , 1469-5820
    URL: Article
    DOI: 10.1080/01443410.2023.2194593
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2023
    detail.hit.zdb_id: 2008289-7
    SSG: 5,2
    SSG: 5,3
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  • 10
    Online Resource
    Online Resource
    Conscientiousness and Cognitive Ability as Predictors of Academic Achievement: Evidence of Synergistic Effects From Integrative Data Analysis
    SAGE Publications ; 2022
    In:  European Journal of Personality
    Details
    In: European Journal of Personality, SAGE Publications
    Abstract: Cognitive ability is the most powerful predictor of academic achievement. However, increasing attention is being paid to the role of personality traits in students’ academic achievement. Results indicate incremental effects beyond cognitive ability, especially for conscientiousness. Investigating the interplay of conscientiousness and cognitive ability can increase understanding of students’ academic achievement and learning. This study examined whether there are interaction effects of a synergistic or compensatory nature. We applied the approach of integrative data analysis, using four highly powered data sets with a total of 18,637 upper secondary school students in Germany to investigate this research question across four different achievement measures and three educational domains (i.e., school subjects). We used an integrative approach and pooled the results across the four samples to obtain an average estimate of the hypothesized interaction effects. Findings support a small synergistic interaction, indicating that conscientiousness moderates the association between cognitive ability and achievement. This means conscientiousness can enhance the positive effects of cognitive ability. In conclusion, results highlight the role of the type of academic measure used and the domain investigated in understanding how personality and achievement are related, providing evidence of the interplay between effort-related traits such as conscientiousness and cognitive ability.
    Type of Medium: Online Resource
    ISSN: 0890-2070 , 1099-0984
    URL: Article
    DOI: 10.1177/08902070221127065
    RVK:
    CL 1000
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2022
    detail.hit.zdb_id: 1501719-9
    detail.hit.zdb_id: 624551-1
    SSG: 5,2
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