Abstract
This study addresses the understudied longitudinal developments of grit and grammar knowledge and their relationship within the framework of Complex, Dynamic Systems Theory. Using a time series analysis method, the research investigates the trajectories of grit, specifically perseverance of effort (PE) and consistency of interests (CI), alongside grammar knowledge assessed in terms of form, meaning, and use through SAT tests in an international high school context in China. Drawing on data collected over a period of 72 weeks, the findings reveal that PE and grammar knowledge exhibit similar developmental patterns, contrasting with the distinct patterns observed between CI and grammar knowledge. Furthermore, the study identifies lagged effects of PE on grammar knowledge, suggesting that higher levels of grit, specifically persistence of effort, positively influence subsequent grammar knowledge. Additionally, a reciprocal relationship is observed between PE and grammar knowledge over time. The study also presents future trend trajectories indicating that PE, CI, and grammar knowledge are projected to continue developing over the subsequent 36 weeks following the research period. The implications of these findings emphasize the need for timely interventions and actions to promote the development of grit and grammar knowledge, providing valuable insights for teachers and students. Finally, the contribution of the study is outlined, along with limitations that should be considered.
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Data availability
The data supporting the findings of this study were obtained from a third-party source, specifically an international school whose name cannot be disclosed at this time. Access to these data is subject to restrictions, as they were used under license for the purpose of this study and are not publicly accessible.
Notes
Full-length sample tests can be accessed at https://satsuite.collegeboard.org/sat/practice-preparation/practice-tests.
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Title of Study: A Complex, Dynamic Systems Theory perspective on grit, grammar knowledge, and their relationship among high-school students: a longitudinal time series analysis study.
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Dong, L. A Complex, Dynamic Systems Theory perspective on grit, grammar knowledge, and their relationship among high-school students: a longitudinal time series analysis study. Curr Psychol 43, 7167–7182 (2024). https://doi.org/10.1007/s12144-023-04918-1
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DOI: https://doi.org/10.1007/s12144-023-04918-1