'Grit' adds little to prediction of academic achievement

There are times when perseverance of effort can lead to continuing efforts that aren't working, and you would be better off trying something else.

http://www.eurekalert.org/pub_releases/2016-02/kcl-al021016.php

Public Release: 11-Feb-2016
'Grit' adds little to prediction of academic achievement
King's College London

Personality characteristics - especially conscientiousness - have previously been shown to have a significant but moderate influence on academic achievement. However, a new study from the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King's College London, suggests that 'grit', defined as perseverance and passion for long-term goals, adds little to the prediction of school achievement.

The study authors point out that previous research, indicating small associations between grit and academic achievement, has relied on highly selected samples such as spelling competition finalists and teachers, which may have led to stronger associations between grit and achievement in later life.

This new study, which used a sample of 4,500 16-year-old twins*, found that aspects of personality predict around six per cent of the differences between GCSE results and, after controlling for these characteristics, grit alone only predicted 0.5 per cent of the differences between GCSE results.

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In the study, the 'Grit-S' questionnaire was used to measure perseverance of effort and consistency of interest at the age of 16. Twins rated the extent to which they agreed with statements such as 'Setbacks don't discourage me' (perseverance) and 'I have a difficulty maintaining my focus on projects that take more than a few months to complete' (consistency of interest). The 'Big Five' Personality questionnaire was used to assess personality traits, comprising those highlighted by psychologists as the most important: extraversion, agreeableness, conscientiousness, openness and neuroticism.

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This new study found that grit was about as heritable as other personality traits, with DNA differences explaining around a third of the differences between children in levels of grit.

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'Our study suggests that grit adds little to the prediction of academic achievement when other personality factors are taken into account.

'This does not mean that teaching children to be grittier cannot be done or that it is not beneficial. Clearly children will face challenges where qualities of perseverance are likely to be advantageous. However, more research into intervention and training programmes is warranted before concluding that such training increases educational achievement and life outcomes.'