Browse > Article
http://dx.doi.org/10.15207/JKCS.2018.9.9.329

Effect of Grit on relationship between Temperamental Effortful Control and Academic Failure Tolerance  

Jang, Na Ri (Department of Psychology, Seoul National University)
Kwak, Keumjoo (Department of Psychology, Seoul National University)
Kim, Yeonsoo (Department of Counseling Psychology, Jeonju University)
Publication Information
Journal of the Korea Convergence Society / v.9, no.9, 2018 , pp. 329-335 More about this Journal
Abstract
The purpose of this study was to examine the relationship between children's Temperamental Effortful Control and adolescents' Academic failure tolerance(AFT). Specifically, Grit effect as a mediator between Effortful Control and AFT was also determined. A total of 108 children participated as they were at age 8, and as they turned 14 years old. Children Behavior Questionnaire (CBQ) was measured to investigate children's Effortful Control, and Grit scale and AFT scale were measured to investigate adolescents' Grit and their response to failure. The results of this study showed that children's Effortful Control was significantly related to AFT. And adolescents' Grit was also positively related to adolescents' AFT. In addition, Effortful Control was related to Grit. Finally, Grit partly mediated the relationship between Effortful Control and AFT.
Keywords
Academic failure tolerance; effortful control; Grit; Childhood; Adolescence; Longitudinal study;
Citations & Related Records
Times Cited By KSCI : 4  (Citation Analysis)
연도 인용수 순위
1 S. E. Park (2018). Psychological Variables Related to Grit Among Adolescents in South Korea: A Longitudinal Study from Age 4 to 14. Master's thesis. Seoul National University, Seoul.
2 A. L. Duckworth. C. Peterson. M D. Matthews, & D. R. Kelly. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6): 1087-1101.   DOI
3 A. Y. Kim & M. M. Clifford. (1988). Goal source, Goal, difficulty, and individual difference variables as predictors of response to failure. British Journal of Educational Psychology, 58(1), 28-43.   DOI
4 R. C. Kessler, P. Berglund, O. Demler, R. Jin, K. R. Merikangas, & E. E. Walters. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Archives of general psychiatry, 62(6), 593-602.   DOI
5 Statistic Korea (2017). (2017. 04). 2017 Adolescent Statistics. Statistic Korea. http://kostat.go.kr/wnsearch/search.jsp
6 Y. G. Ku. M. S. Suk. & O. S. Cho. (2018). Converged Influence of Individual, Parental and Social Support Factors to the Life Satisfaction of Adolescents. Journal of Convergence for Information Technology, 8(2). 183-192.   DOI
7 A. Y. Kim. (1997). A Study on academic failure-tolerance and its correlates. Journal of Educational Psychology, 11(2), 1-19.
8 A. Y. Kim. (2002). Development of Standarized Students Motivation Scales. Journal of Education Evaluation, 15(1), 157-184.
9 M. M. Clifford, A. Kim, & B. A. McDonald. (1988). Responses to failure as influenced by task attribution, outcome attribution, and failure tolerance. Journal of Experimental Education, 57(1),19-37.   DOI
10 M. M. Clifford. (1984). Thoughts on a theory of constructive failure. Educational Psychology, 19(2), 109-120.
11 J. Y. Park. C. H. Woo, & J. E. Kim. (2018). Convergence Factors Affecting the Grit of Nursing Students Experiencing Clinival Practice. Journal of Digital Convergence, 16(1), 165-175.   DOI
12 M. K. Rothbart & J. E. Bates. (2006). Temperament. In W. Damon, R. Lerner, & N. Eisenberg(Eds.), Hand book of child psychology: Vol.3.Social, emotional, and personality development(6th ed., pp. 99-166). New York: Wiley.
13 G. Kochanska & A. Knaack. (2003). Effortful control as a personality characteristic of young children: Antecedents, correlates, and consequences. Journal of Personality, 71(6),1087-1112.   DOI
14 S. M. Carlson & T. S. Wang. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22(4), 489-510.   DOI
15 S. J. Lee. & J. Y. Park. (2018). The Effects of Grit and Stress on Nursing Student's Adjustment to College Life. Journal of Digital Convergence, 16(2), 269-276.   DOI
16 K. S. Moon (2000). Academic Stress and Mental Health of Adolescents: The Role of Self-control and Emotion Regulation. Korean Journal of Child Studies, 29(5), 289-299.
17 M. K. Rothbart, & S. Ahadi. (1994). Temperament and the development of personality. Journal of Abnormal Psychology, 103(1),55-66.   DOI
18 S. Yoon, J. W. You. & Y. R. Yoo. (2017). The Mediating Effect of Grit in the Relationship between Academic Self-efficacy and Career Motivation of High School Students. The Journal of Vocational Education Research, 36(3), 47.
19 D. V. Blalock. K. C. Young, & E. M. Kleiman. (2015). Stability amidst turmoil: Grit buffers the effects of negative life events on suicidal ideation. Psychiatry Research, 228(3), 781-784.   DOI
20 A. Y. Kim & J. Joo. (1999). Relationships among learned helplessness, failure tolerance, and academic achievement. The Journal of Educational Studies, 29(6), 157-176.
21 B. Park. J. Youk & N. Kim. (2013). The differences among achievement goal orientation, academic achievement according to elementary gifted student' academic failure tolerance and self-determination. Journal of Gifted/ Talented Education, 12(2), 49-67.
22 S. C. Kim & K. J. Kwak. (2011). The Mediating Role of Child's Temperament on Early School Adjustment and Mother's Parenting Attitudes: On the Negative Reactivity of Temperament. The Korean Journal of Developmental Psychology, 24(2), 155-171.
23 M. K. Rothbart. S. A. Ahadi. K. L. Hershey, & P. Fisher. (2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child development, 72(5), 1394-1408.   DOI
24 J. R. Eom & M. Y. Nam. (2018). The Convergence effects of on Adolescent depression on Agression by Gender Difference. Journal of Convergence for Information Technology, 8(2), 193-202.
25 A. L. Duckworth. (2016). Grit: The power of passion and perseverance. NewYork: Scribner.
26 A. L. Duckworth. T. A. Kirby. E. Tsukayama. H. Berstein. & K. A. Ericsson. (2011). Deliberate practice spells success why grittier competitors triumph at the national spelling bee. Social psychological and personality science, 2(2),174-181.   DOI
27 P. J. Silvia. K. M. Eddington. R. E. Beaty. E. C. Nusbaum, & T. R. Kwapil. (2013). Gritty people try harder: Grit and effort-related cardiac autonomic activity during an active coping challenge. International Journal of Psychophysiology, 88(2), 200-205.   DOI
28 A. L. Duckworth & J. J. Gross. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319-325.   DOI
29 J. S. Park. (2017). Feedback on Academic Achievement according to Mindset, Grit and Self-Control. Master's thesis. Seoul National University, Seoul.
30 T. Kautz. J. J. Heckman. R. Diris. B. Ter Weel, & L. Borghans. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote life time success. Cambridge: National Bureau of Economic Research.
31 L. Gerhards & C. Gravert. (2015). Grit Trumps Talent? An experimental approach. Economics Working Papers in Economics 629, University of Gothenburg, Department of Economics.
32 J. Lee. (2016). The role of Self-Regulatory Efficacy and Flow in the relationship between Grit of Undergraduate students and the Difficult Anagram Task Performance. Master's thesis. Ehaw Womans University, Seoul.
33 G. M. Lucas. J. Gratch. L. Cheng, & S. Marsella. (2015). When the going gets tough: Grit predicts costly perseverance. Journal of Research in Personality, 59, 15-22.   DOI