Abstract
College admissions leaders increasingly desire to incorporate non-cognitive factors like grit into admissions decisions. Consequently, we examined the validity of the short grit scale (Grit-S) using data collected on undergraduates attending 38 colleges. Using confirmatory factor analysis (CFA), we found that Grit-S does not possess adequate model fit; however, a modified version of the scale does possess this property. Using multi-group CFA, we also found that Grit-S is relatively invariant across multiple demographic groups. Next, we examined the concurrent validity of grit with students’ engagement, perceived gains, time spent studying, and grades. These results confirmed previous research that most of the predictive power of grit is contained in its perseverance of effort, not consistency of interest, dimension.
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Notes
Higher-order factors require three subscales for a CFA model to be identified, without the imposition of unusual constraints. When Duckworth and Quinn’s (2009) model is replicated in AMOS 24 (Duckwork and Quinn used version 6.0), the following error message is produced along with the results: “Minimization was unsuccessful. The results that follow are therefore incorrect. The model is probably unidentified. In order to achieve identifiability, it will probably be necessary to impose 2 additional constraints.” Consequently, the results associated with the published higher-order factor grit solution are highly suspect, especially given that a standardized loading is greater than 1.
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Appendix 1: Items in the Short Grit Scale
Appendix 1: Items in the Short Grit Scale
Variable | Variable label | Values and labels |
|---|---|---|
GRM1601a | New ideas and projects distract me from previous onesa | 1 = Not at all 2 = Not much 3 = Somewhat 4 = Mostly 5 = Very much |
GRM1601b | Setbacks don’t discourage me | |
GRM1601c | I have been obsessed with a certain idea or project for a short time but later lost interesta | |
GRM1601d | I am a hard worker | |
GRM1601e | I set goals but later choose to pursue different onesa | |
GRM1601f | I have difficulty maintaining my focus on projects that take more than a few months to completea | |
GRM1601g | I finish whatever I begin | |
GRM1601h | I am diligent |
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Fosnacht, K., Copridge, K. & Sarraf, S.A. How Valid is Grit in the Postsecondary Context? A Construct and Concurrent Validity Analysis. Res High Educ 60, 803–822 (2019). https://doi.org/10.1007/s11162-018-9524-0
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DOI: https://doi.org/10.1007/s11162-018-9524-0