Abstract
Academic grit is a core quality that has a beneficial effect on students’ academic adaptation and development. In the current study, both environmental and personal factors were incorporated into an exploration of the aspects affecting academic grit. A total of 4,034 Chinese adolescents completed the Academic Grit, Positive Parenting Style, Personal Growth Initiative, and Conscientiousness Scales. The results show that there was a positive association between a positive parenting style and adolescents’ academic girt. The total effect of a positive parenting style on academic grit was 0.41. The mediating effect of conscientiousness and personal growth initiative accounted for 37% and 51% of the total effect, respectively. This study examined the influences and mechanisms of academic grit, providing a theoretical basis and directional reference for future intervention studies.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Data availability
Due to graduation thesis, data cannot be made publicly available. Investigators may email the corresponding author if they would like to apply for data acces.
References
Bronfenbrenner, U. (1994). Ecological models of human development. Oxford: Elsevier.
Chang, E. C., & Yang, H. (2016). Personal and family growth initiative as predictors of study engagement in chinese and american college students: is there any evidence for group differences? Personality and Individual Differences, 102, 186–189. https://doi.org/10.1016/j.paid.2016.07.004
Chen, C., Ye, S., & Hangen, E. (2018). Predicting achievement goals in the East and West: the role of grit among american and chinese university students. Educational Psychology, 38(6), 820–837. https://doi.org/10.1080/01443410.2018.1458975
Clark, K. N., & Malecki, C. K. (2019). Academic grit scale: psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72, 49–66. https://doi.org/10.1016/j.jsp.2018.12.001
Clark, K. N., Dorio, N. B., Eldridge, M. A., Malecki, C. K., & Demaray, M. K. (2019). Adolescent academic achievement: a model of social support and grit. Psychology in the Schools, 57(2), 204–221. https://doi.org/10.1002/pits.22318
Darling, N., & Steinberg, L. (1993). Parenting style as context: an integrative model. Psychological Bulletin, 113(3), 487–496. https://doi.org/10.1037/0033-2909.113.3.487
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., & Ericsson, K. A. (2011). Deliberate practice spells success. Social Psychological and Personality Science, 2(2), 174–181. https://doi.org/10.1177/1948550610385872
Fite, R. E., Lindeman, M. I. H., Rogers, A. P., Voyles, E., & Durik, A. M. (2017). Knowing oneself and long-term goal pursuit: relations among self-concept clarity, conscientiousness, and grit. Personality and Individual Differences, 108, 191–194. https://doi.org/10.1016/j.paid.2016.12.008
Gerhardt, M., Feng, X., & Chan, M. H. (2021). Long-term association of parental warmth with depression and obesity: mediation by conscientiousness. Health Psychology, 40(3), 188–195. https://doi.org/10.1037/hea0001061
Gordon W., Cheung Rebecca S., Lau. (2008). Testing mediation and suppression effects of latent variables. Organizational Research Methods, 11(2), 296–325 https://doi.org/10.1177/1094428107300343
He, X., Wang, H., Chang, F., Dill, S., Liu, H., Tang, B., & Shi, Y. (2021). IQ, grit, and academic achievement: evidence from rural China. International Journal of Educational Development, 80, 102306. https://doi.org/10.1016/j.ijedudev.2020.102306
Heaven, P. C. L., & Ciarrochi, J. (2008). Parental styles, conscientiousness, and academic performance in high school: a three-wave longitudinal study. Personality and Social Psychology Bulletin, 34(4), 451–461. https://doi.org/10.1177/0146167207311909
Hirata, H., & Kamakura, T. (2017). The effects of parenting styles on each personal growth initiative and self-esteem among japanese university students. International Journal of Adolescence and Youth, 23(3), 325–333. https://doi.org/10.1080/02673843.2017.1371614
Houston, J. M., Luchner, A., Davidson, A. J., Gonzalez, J., Steigerwald, N., & Leftwich, C. (2021). The bright and dark aspects of grit in the pursuit of success. Psychological Reports, 124(2), 839–861. https://doi.org/10.1177/0033294120907316
Howard, J. M., Nicholson, B. C., & Chesnut, S. R. (2019). Relationships between positive parenting, overparenting, grit, and academic success. Journal of College Student Development, 60(2), 189–202. https://doi.org/10.1353/csd.2019.0018
Huang, X., & Tan, X. (2008). Middle School students’ responsibility:its theoretical construct and Scale Development. Journal of Psychological Science, 31(01), 11–15. https://doi.org/10.16719/j.cnki.1671-6981.2008.01.052
Huang, J., Zhu, D., Zhou, L., & LIU, W. (2022). Intergenerational transmission of core Self-Evaluations: chain mediation of parental support and offspring’ s Basic Psychological need. Studies of Psychology and Behavior, 20(4), 515–521. https://doi.org/10.12139/j.1672-0628.2022.04.012
Huston, A. C., & Bentley, A. C. (2010). Human development in societal context. Annual Review of Psychology, 61(1), 411–437. https://doi.org/10.1146/annurev.psych.093008.100442
Jiang, L., Zhang, S., Li, X., & Luo, F. (2021). How grit influences high school students’ academic performance and the mediation effect of academic self-efficacy and cognitive learning strategies. Current Psychology. https://doi.org/10.1007/s12144-020-01306-x
Judge, T. A., & Zapata, C. P. (2015). The Person-Situation Debate Revisited: Effect of Situation Strength and Trait Activation on the validity of the big five personality traits in Predicting Job performance. Academy of Management Journal, 58(4), 1149–1179. https://doi.org/10.5465/amj.2010.0837
Kalia, V., Thomas, R., Osowski, K., & Drew, A. (2018). Staying alert? Neural correlates of the association between grit and attention networks. Frontiers in Psychology, 9, https://doi.org/10.3389/fpsyg.2018.01377
Kalia, V., Fuesting, M., & Cody, M. (2019). Perseverance in solving Sudoku: role of grit and cognitive flexibility in problem solving. Journal of Cognitive Psychology, 31(3), 370–378. https://doi.org/10.1080/20445911.2019.1604527
Khaleque, A. (2013). Perceived parental warmth, and children’s psychological adjustment, and personality dispositions: a meta-analysis. Journal of Child and Family Studies, 22(2), 297–306. https://doi.org/10.1007/s10826-012-9579-z
Kristopher J., Preacher. (2015). Advances in mediation analysis: a survey and synthesis of new developments. Annual Review of Psychology, 66(1) 825–852 https://doi.org/10.1146/annurev-psych-010814-015258
Lambert, N. M., Stillman, T. F., Hicks, J. A., Kamble, S., Baumeister, R. F., & Fincham, F. D. (2013). To belong is to Matter: sense of belonging enhances meaning in life. Personality & social psychology bulletin, 39(11), 1418–1427. https://doi.org/10.1177/0146167213499186
Levy, J. M., & Steele, H. (2011). Attachment and grit: exploring possible contributions of attachment styles (from Past and Present Life) to the adult personality construct of grit. Journal of Social and Psychological ences, 4. https://doi.org/10.1021/jf202990a
Li, M., & Ye, H. (2009). Literature Review on related factors of natural disasters. Psychological Development and Education, 25(03), 123–128. https://doi.org/10.16719/j.cnki.1671-6981.2010.03.013
Lin, W., & Liu, J. (2017). Relationship between grit and depression: mediating Effect of Self-Esteem. Journal of Jimei University (Education Science Edition), 18(03), 16–19. http://doi.org/CNKI:SUN:JMDX 0.2017-03-004.
Luo, Y., Chen, A., & Wang, Z. (2016). Effect of parental rearing Styles on Learning Burnout of Middle School students: the mediating role of self-concept. Psychological Development and Education, 032(001), 65–72. https://doi.org/10.16187/j.cnki.issn1001-4918.2016.01.09
Maralani, F. M., Lavasani, M. G., & Hejazi, E. (2016). Structural modeling on the relationship between Basic Psychological needs, Academic Engagement, and test anxiety. Journal of education and learning, 5(4), 44. https://doi.org/10.5539/jel.v5n4p44
Mo, K., Hou, J., Jiang, L., & Chen, Z. (2019). Effects of parenting on trait anxiety of adolescents: the mediating role of Effortful Control. Chinese Journal of Clinical Psychology, 27(02), 383–387. https://doi.org/10.16128/j.cnki.1005-3611.2019.02.035
Nikolaus, C. J., Schierer, M., Ellison, B., Eicher-Miller, H. A., Gundersen, C., & Nickols-Richardson, S. M. (2019). Grit is associated with food security among US parents and adolescents. American Journal of Health Behavior, 43(1), 207–218. https://doi.org/10.5993/AJHB.43.1.17
Rhodes, E., Devlin, K. N., Steinberg, L., & Giovannetti, T. (2016). Grit in adolescence is protective of late-life cognition: non-cognitive factors and cognitive reserve. Aging Neuropsychology and Cognition, 24(3), 321–332. https://doi.org/10.1080/13825585.2016.1210079
Rohner, E. C., Rohner, R. P., & Roll, S. (1980). Perceived parental acceptance-rejection and children’s reported behavioral dispositions: a comparative and intracultural study of american and mexican children. Journal of Cross-Cultural Psychology, 11(2), 213–231. https://doi.org/10.1177/0022022180112006
Rusadi, R. M., Sugara, G. S., & Isti Adah, F. N. (2021). Effect of mindfulness-based cognitive therapy on academic grit among university student. Current Psychology. https://doi.org/10.1007/s12144-021-01795-4
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Singh, K., & Jha, S. D. (2008). Positive and negative affect, and grit as predictors of happiness and life satisfaction. Journal of the Indian Academy of Applied Psychology, 34(April), 40–45. https://doi.org/10.1037/t06070-000
Sun, D., Wang, Q., Wang, M., & Man, C. (2014). Personal Growth Initiative: Concept, Measurement, and the influence. Advances in Psychological Science, 22(09), 1413–1422. https://doi.org/10.3724/SP.J.1042.2014.01413
Ting, L., Youwen, Z., Yueyi, L., & Zheng, H. (2022). Intergenerational transmission of grit: the Mediation Effect of Parenting. Psychological Development and Education, 02(38), 207–215. https://doi.org/10.16187/j.cnki.issn1001-4918.2022.02.07
Vianello, M., Robusto, E., & Anselmi, P. (2010). Implicit conscientiousness predicts academic performance. Personality and Individual Differences, 48(4), 452–457. https://doi.org/10.1016/j.paid.2009.11.019
Whittaker, A. E., & Robitschek, C. (2001). Multidimensional family functioning: Predicting personal growth initiative. Journal of Counseling Psychology, 48(4), 420–427. https://doi.org/10.1037/0022-0167.48.4.420
Wu, Y., & Wen, Z. (2011). Item parceling strategies in structural equation modeling. Advances in Psychological Science, 19(12), 1859–1867.
Xu, D., Yu, C., Dou, K., Liang, Z., Li, Z., & Nie, Y. (2019). Parental autonomy support and adolescents’Future Planning:the mediating role of Basic Psychological needs and Personal Growth Initiative. Psychological Development and Education, 35(01), 23–31. https://doi.org/10.16187/j.cnki.issn1001-4918.2019.01.03
Yang, B., & Liu, Y. (2019). Positive persistence or negative avoidance------the impact of the Family Environment on the academic persistence of Junior High School students in rural areas. Educational Reseach, 40(07), 125–137.
Yue, D., Li, M., Jin, K., & Ding, B. (1993). Preliminary revision of EMBU and its application in neurotic patients. Chinese Mental Health Journal, 07(03), 97–101.
Zabihi, R., Mehrani-Rad, M., & Khodi, A. (2019). Assessment of authorial voice strength in L2 argumentative written task performances: contributions of voice components to text quality. Journal of Writing Research, 11(vol. 11 issue 2), 331–355. https://doi.org/10.17239/jowr-2019.11.02.04
Zhang, L., & Zhang, X. (2003). A study of the Relationships among Learning Strategy-Using,Self-Efficacy, persistence and academic achievement in Middle School Students. Journal of Psychological Science, 04, 603–607. https://doi.org/10.16719/j.cnki.1671-6981.2003.04.007
Zhang, M. X., Mou, N. L., Tong, K. K., & Wu, A. M. S. (2018). Investigation of the Effects of purpose in life, grit, Gratitude, and School belonging on Mental distress among chinese emerging adults. International Journal of Environmental Research and Public Health, 15(10), 2147. https://doi.org/10.3390/ijerph15102147
Zhang, R., Bai, B., Jiang, S., Yang, S., & Zhou, Q. (2019). Parenting styles and internet addiction in chinese adolescents: conscientiousness as a mediator and teacher support as a moderator. Computers in Human Behavior, 101, 144–150. https://doi.org/10.1016/j.chb.2019.07.019
Zhao, G., Kong, F., Liu, Z., Feng, Y., Huang, S., Wang, Y., & Zhou, Z. (2018). Parental warmth and adolescents’Gratitude: the mediating effect of responsibility and the belief in a Just World. Psychological Development and Education, 34(03), 257–263. https://doi.org/10.16187/j.cnki.issn1001-4918.2018.03.01
Zhuang, H., Liu, R., Liu, Y., Wang, J., Zhen, R., & Xu, L. (2016). Self-Efficacy Mediate the Association between Social Support and Learning Persistence in Middle School students in Mathematics. Psychological Development and Education, 32(3), 317–323. https://doi.org/10.16187/j.cnki.issn1001-4918.2016.03.08
Acknowledgements
Thank you to our friends and teachers who have provided assistance in the data collection and analysis of this study.
Funding
The Platform Constructions of Student’s Mental Health Promotion Systems and Service(16JJD190004), China’s Ministry of Education, humanities and social science key research project.
Author information
Authors and Affiliations
Corresponding authors
Ethics declarations
Conflict of interest
I declare that there has no conflict of interest.
Ethics approval
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and or national research committee (the Academic Ethics Committee of Fujian Normal University, China.) This manuscript has been approved by all authors. We maintain the same order of authors in the submission system as provided in the manuscript
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Lin, W., Liu, J., Xiang, S. et al. The relationship between a positive parenting style and chinese adolescents’ academic grit: A parallel mediating model. Curr Psychol 43, 272–280 (2024). https://doi.org/10.1007/s12144-023-04249-1
Received:
Revised:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12144-023-04249-1