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Inicio Revista de Psicodidáctica (English Edition) Academic grit modulates school performance evolution over time: A latent transit...
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Vol. 26. Issue 2.
Pages 87-95 (July - December 2021)
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Vol. 26. Issue 2.
Pages 87-95 (July - December 2021)
Original
Academic grit modulates school performance evolution over time: A latent transition analysis
La tenacidad académica modula la evolución del rendimiento escolar: Un análisis de transiciones latentes
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Álvaro Postigoa,
Corresponding author
postigoalvaro@uniovi.es

Corresponding author: Department of Psychology, University of Oviedo, Plaza Feijoo s/n, 33003 Oviedo, Spain.
, Marcelino Cuestaa, Rubén Fernández-Alonsob,c, Eduardo García-Cuetoa, José Muñizd
a Department of Psychology, University of Oviedo, Spain
b Department of Educational Sciences, University of Oviedo, Spain
c Ministry of Education of the Government of the Principality of Asturias, Spain
d Rectorado, Nebrija University, Spain
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Tables (3)
Table 1. Descriptive statistics and correlations of the academic grit items
Table 2. Fit in time 1 and time 2 of latent class analysis models
Table 3. Full and partial measurement invariance for latent classes over time
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Abstract

Academic grit, known as passion and perseverance for long-term academic goals, has been widely studied in the educational context. However, few are the studies that analyze this variable as a specific domain and longitudinally. We used a sample of 4,853 students, assessing their levels of academic grit at two timepoints four years apart: in the fourth year (M = 9.9 years, SD = 0.41), and eighth year (M = 13.87 years, SD = 0.82) of compulsory education. We also evaluated their academic performance via their school grades in Spanish language and mathematics at three timepoints. Latent Class Analysis was used to identify underlying groups, and Latent Transition Analysis to examine the transitions between the latent groups at the different timepoints. We also performed a repeated measure ANOVA to analyse the influence of academic grit on school performance. We identified three groups, differentiated by the level of academic grit: gritty, industrious, and careless group. Over time (between 10 and 14 years old) we saw a clear transition of students towards the groups with lower levels of grit. School performance decreased between the ages of 10 and 14, although not in a straight line, and the change was modulated by the level of academic grit. Promoting academic grit from the primary stage could dampen school failure in later stages.

Keywords:
academic grit
school performance
longitudinal
Latent Transition Analysis
adolescents
Resumen

La tenacidad académica, conocida como la pasión y la perseverancia por objetivos escolares a largo plazo, ha sido ampliamente estudiada en el contexto educativo. Sin embargo, pocos son los estudios que analizan esta variable como dominio específico y de manera longitudinal. El objetivo del presente trabajo es analizar en qué medida la tenacidad académica influye en el rendimiento académico evaluado longitudinalmente. Se utiliza una muestra de 4.853 estudiantes evaluados en tenacidad en dos momentos temporales, separados por cuatro años: cuarto curso de educación primaria (M = 9.9 años, DT = 0.41), y segundo curso de educación secundaria obligatoria (M = 13.87 años, DT = 0.82). También se evalúa el rendimiento académico a través de las notas escolares en Lengua Castellana y Matemáticas en tres momentos temporales. Se utiliza un Análisis de Clases Latentes para identificar grupos subyacentes, y un Análisis de Transiciones Latentes para estudiar las transiciones entre los grupos latentes en los diferentes momentos temporales. Además, se realiza un ANOVA de medidas repetidas para analizar la influencia de la tenacidad académica en el rendimiento académico. Se identifican tres grupos diferenciados en función del nivel de tenacidad académica: Grupo gritty, diligente y descuidado. Con el paso del tiempo (10 a 14 años), se observa una transición clara de los estudiantes hacia los grupos de menor nivel de tenacidad. El rendimiento académico disminuye entre los 10 y los 14 años, si bien no lo hace linealmente, viniendo modulado el cambio por el nivel de tenacidad académica. Promover la tenacidad académica desde la etapa primaria podría amortiguar el fracaso escolar en las etapas posteriores.

Palabras clave:
tenacidad académica
rendimiento académico
longitudinal
Análisis de Transiciones Latentes
adolescentes

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