The impact of grit on achievement is well established, but it is unclear whether achievement impacts grit. This short-term longitudinal study examined the direction of relations between grit and literacy among diverse elementary school student groups. Most grit research features a unidirectional design (e.g., grit affects achievement). Yet, recent research supports cross-lagged models in which socioemotional skills and achievement affect one another. In addition to testing cross-lagged effects, this study examined the direction of grit-literacy relations for different demographic groups (i.e., age, gender, and dual language status). Method: Participants included upper elementary students (N = 396; 3 schools; Mage = 9.61; 55% female; 59% dual language learners; 11% Black, 6% Asian, 29% Latino/a, 8% Multiracial; 39% White). Measures were student-reported grit, teacher-reported grit, and a student literacy achievement performance task (Test of Silent Reading Efficiency and Comprehension, TOSREC). Analytic Approach: An autoregressive cross-lagged design included two time points over 4 months. A cross-lagged model was compared to unidirectional models (i.e., direct and reverse) for best fit. Multi-group analyses were then used to examine whether grit-literacy relations differed as a function of demographics. Results: The data fit the cross-lagged model better than the direct or reverse models. Within the context of a cross-lagged model–which contained both the direct and reverse effects–there was a significant relation between Time 1 literacy achievement and Time 2 student-reported Grit-PE, suggesting that literacy achievement can predict later Grit-PE. There were no demographic differences in the fit of the data with the cross-lagged model between gender, DLL status, and age groups. Findings of the current study support the examination of reciprocal effects in grit-literacy relations and its generalizability among students. Longer-term cross-lagged studies are needed to further understand the temporal sequence between grit and literacy.
|Advisor:||O'Neal, Colleen, Wng, Cixin|
|Commitee:||Mitchell, Natasha, Shin, Richard, Hancock, Gregory|
|School:||University of Maryland, College Park|
|School Location:||United States -- Maryland|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Subjects:||Pedagogy, Educational psychology, Elementary education, Reading instruction|
|Keywords:||Elementary, Engagement, Grit, Literacy, Longitudinal, Persistence|
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