Most schools in the United States continue to rely on student intelligence often predicted by high test scores as a measure of success. While many students struggle to achieve success in high school, remedial programs focusing on grade recovery while neglecting students’ emotional needs are used to help at-risk students graduate on time. The concept of grit has been widely considered a stronger predictor of academic achievement in high attrition areas than grades alone. Exploring the influence of non-cognitive skills in students’ overall success to further inform existing knowledge on grit and better serve students in high school is vital. The study further investigated if the non-cognitive skill of grit could predict Black high school students’ success beyond preexisting school success indicators. Previous studies on grit had occurred in highly competitive environments like military academies, colleges and universities, elementary and high schools throughout the country. The correlational design investigated grit on a sample of 217 Black high school students in North Carolina to assess the relationship between grit and academic achievement. The study hypothesized a significant positive correlation between grit and academic success of Black high school students in North Carolina. Grit scores were collected using the Grit–S short scale, and demographic information included self-declared grade range. Data was analyzed using SPSS. Spearman correlation coefficient test and logistic regression analysis measured the strength of the relationships and variance of grit and measures of academic success to determine if any statistical significance existed. The study informs educational policy and practice on the importance of grit and provides further understanding of factors related to high school success, graduation and college enrollment, and retention.
|School:||American College of Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Education Policy, African American Studies|
|Keywords:||Academic achievement, Academic success, North Carolina, Grit, Learning motivation, Passion/perseverance|
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