Key points are not available for this paper at this time.
Abstract Educational researchers have noted the importance of identifying non-cognitive traits that may bolster student engagement. The triarchic model of grit (TMG), defined as one’s disposition to exhibit perseverance of effort, consistency of interests, and adaptability to situations when pursuing long-term aspirations, is one of the non-cognitive traits linked to engagement. However, there is limited evidence on the psychological mechanisms that facilitate these links. This study examined whether the TMG’s dimensions will have indirect relations on school engagement domains via the 5Cs dimensions of positive youth development (competence, confidence, connection, character, and caring), while controlling for the influence of gender, age, perceived socioeconomic status, and school type. Data were obtained from 2,283 Filipino secondary school students ( M age = 17.59; SD age = 1.54; Females = 59.88%). Structural equation modeling revealed distinct patterns among the dimensions of grit, PYD, and school engagement. Specifically, whereas the associations between grit facets and behavioral engagement were explained by efficacy-related Cs (competence and confidence), the relations between grit dimensions as well as emotional and cognitive engagements were explained by socio-emotional Cs (connection and character). The results further highlight the beneficial impacts of perseverance and adaptability over consistency in increasing school engagement dimensions.
Buenconsejo et al. (Wed,) studied this question.