The reliability coefficients of the full Grit-S and of each subscale were also very low. Results indicated that although a two-factor structure (“Interest” and “Effort”) replicated in this sample, the two factors behaved in a manner inconsistent with previous research. Student demographics and grades data were obtained from the school’s online database. Students from a large urban middle school completed the self-report Grit-S and teachers completed observational measures of observed student SEL skills. In addition, the study sought to clarify the role social-emotional learning (SEL) skills play in explaining the impact of grit on academic achievement. To better understand the grit construct, the study also investigated how grit interacts with experience of an academic setback to predict academic achievement. The current study sought to determine whether previous research on the psychometric properties and construct validity of grit replicated in a low-income, majority Latino middle school. Despite grit’s popularity and its increasing application to underserved students, there is no published literature examining the psychometric properties of the Short Grit Scale (Grit-S) or validating the construct in underserved student populations. Description Grit, defined as perseverance and passion for long-term goals (Duckworth, Peterson, Matthews, & Kelly, 2007), is a character strength that may be a promising target for improving academic achievement.
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