Browse > Article
http://dx.doi.org/10.14400/JDC.2014.12.8.61

The Relative Levels of Grit and Their Relationship with Potential Dropping-Out and University Adjustment of Foreign Students in Korea  

Slick, Sheri N. (Dept. of Aviation Tourism, Hanseo University)
Lee, Chang Seek (Dept. of Child and Adolescent Welfare, Hanseo University)
Publication Information
Journal of Digital Convergence / v.12, no.8, 2014 , pp. 61-66 More about this Journal
Abstract
The study aimed to investigate the relative levels of grit and their relationship with potential dropping-out and university adjustment of foreign students in Korea. The subjects of this survey were gathered through purposive sampling, and 335 subjects were collected from university students in South Korea. First, the grit was significantly and positively correlated with emotional adjustment, social adjustment, university satisfaction, and academic adjustment, and was negatively correlated with potential dropping-out of university. Drop-out potential is negatively and significantly correlated with all subgroups of university life adjustment. Second, the grit is higher than the mid-point and drop-out potential is very low. Emotional adjustment and university satisfaction are the highest among the subgroups of university life adjustment but social adjustment is the lowest among them. Third, it was found that foreign students in the mid and high grit clusters are lower in mean drop-out potential rates than those in the low grit cluster. And foreign students in the mid and high grit clusters are higher than those students in the low university life adjustment group.
Keywords
Grit; Drop-out Potential; University Adjustment; Foreign Students; Korea;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Moutafi, J., Furnham, A., & Paltiel, L., Can personality factors predict intelligence? Personality and Individual Differences, vol. 38, no. 5, pp. 1021-1033, 2005.   DOI   ScienceOn
2 Sherry, M., Thomas, P., & Chui, W. H., International students: a vulnerable student population. Higher Education, vol. 60, no. 1, pp. 33-46. doi:10.1007/s10734-009-9284-z, 2010.   DOI
3 Terman, L. M., & Oden, M. H., The gifted child grows up: Twenty-five years' follow-up of a superior group. Oxford, England: Stanford University Press, 1974.
4 Ward, J. H., Hierarchical grouping to optimize function. Journal of the American Statistical Association, vol. 58, pp. 236-244, 1963.   DOI   ScienceOn
5 Baker, R. W., & Siryk, B., Measuring adjustment to college. Journal of Counseling Psychology, vol. 31, pp. 179-189, 1984.   DOI
6 Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R., Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, vol. 92, no. 6, pp. 1087-101. doi:10.1037/0022-3514.92.6.1087, 2007.   DOI   ScienceOn
7 Duckworth, A. L., & Quinn, P. D., Development and validation of the short grit scale (grit-s). Journal of Personality Assessment, vol. 91, no. 2, pp. 166-74. doi:10.1080/00223890802634290, 2009.   DOI   ScienceOn
8 Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, vol. 49, pp. 725-747.   DOI   ScienceOn