Resumen
El grit es una variable importante para predecir indicadores de éxito en diversos contextos entre los que se encuentra el académico. Sin embargo, son escasos los instrumentos de medida de grit bien validados en apoyo a la investigación. El objetivo del presente estudio es consolidar la validación de la Escala Grit de Oviedo (EGO) presentando datos de su validación en Portugal. Se empleó una muestra de 285 participantes portugueses (Maños= 18.46; DTaños= 1.30). Además, se empleó una muestra de población española para analizar la invarianza de medida (330 participantes; Maños= 23.01 y DTaños= 3.22). Se confirmó la unidimensionalidad de la escala EGO en el contexto portugués, mostrando además invarianza escalar entre ambas poblaciones. La fiabilidad de la escala EGO fue excelente (ω= .96), y mostró una correlación moderada con el bienestar subjetivo (r= .28) y con la confianza para terminar el curso académico (r= .33). La escala EGO puede ser empleada para estudiar el grit en Portugal.
Citas
AERA, APA, & NCME. (2014). Standards for educational and psychological testing. American Psychological Association.
Akos, P., & Kretchmar, J. (2017). Investigating grit at a non-cognitive predictor of college success. The Review of Higher Education, 40(2), 163-186. https://doi.org/10.1353/rhe.2017.0000
Álvarez-Díaz, M., Gallego-Acedo, C., Fernández-Alonso, R., Muñiz, J., & Fonseca-Pedrero, E. (2021). Network analysis: An alternative to classic approaches for education systems evaluation. Psicología Educativa. Advance online publication. https://doi.org/10.5093/psed2021a16
Arco-Tirado, J. L., Fernández-Martín, F. D., & Hoyle, R. H. (2018). Development and validation of a Spanish version of the Grit-S scale. Frontiers in Psychology, 9(96), 1–7. https://doi.org/10.3389/fpsyg.2018.00096
Autor, (2020)
Autor (2021a)
Autor (2021b)
Autor (2021c)
Bono, G., Reil, K., & Hescox, J. (2020). Stress and wellbeing in urban college students in the U.S. during the COVID-19 pandemic: Can grit and gratitude help? International Journal of Wellbeing, 10(3), 39–57. https://doi.org/10.5502/ijw.v10i3.1331
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. https://doi.org/10.1080/10705510701301834
Clark, K. N., & Malecki, C. K. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72, 49–66. https://doi.org/10.1016/j.jsp.2018.12.001
Crede, M. (2018). What shall we do about grit? A critical review of what we know and what we don’t know. Educational Researcher, 47(9), 606-611. https://doi.org/10.3102/0013189X18801322.
Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about Grit: A meta-analytic synthesis of the Grit literature. Journal of Personality and Social Psychology, 113(3), 492–511. https://doi.org/10.1037/pspp0000102
Datu, J. A. D., McInerney, D. M., Żemojtel-Piotrowska, M., Hidefumi, H., & Datu, N. D. (2021a). Is grittiness next to happiness? Examining the association of Triarchic Model of Grit dimensions with well‑being outcomes. Journal of Happiness Studies, 22(2), 981–1009. https://doi.org/10.1007/s10902-020-00260-6
Datu, J. A. D., Valdez, J. P. M., & Yang, W. (2021b). The academically engaged life of mastery-oriented students: Causal ordering among positive emotions, mastery-approach goals, and academic engagement. Revista de Psicodidáctica. Advance online publication. https://doi.org/10.1016/j.psicod.2021.02.001
Disabato, D. J., Goodman, F. R., & Kashdan, T. B. (2019). Is grit relevant to well-being and strengths? Evidence across the globe for separating perseverance of effort and consistency of interests. Journal of Personality, 87, 194–211. https://doi.org/10.1111/jopy.12382
Duckworth. (2016). The power of passion and perseverance. Scribner.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT-S). Journal of Personality Assessment, 91(2), 166–174. https://doi.org/10.1080/00223890802634290
Duckworth, A.L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5, 1–12. https://doi.org/10.3389/fpsyg.2014.00036
Fernández-Martín, F. D., Arco-Tirado, J. L., & Hervás-Torres, M. (2020). Grit as a predictor and outcome of educational, professional, and personal success: A systematic review. Psicología Educativa, 26(2), 163–173. https://doi.org/https://doi.org/10.5093/psed2020a11
Fong, C. J., & Kim, Y. W. (2019). A clash of constructs? Re-examining grit in light of academic buoyancy and future time perspective. Current Psychology. Advance online publication. https://doi.org/10.1007/s12144-018-0120-4
Gómez-Benito, J., Hidalgo, M. D., & Zumbo, B. D. (2013). Effectiveness of combining statistical tests and effect sizes when using logistic discriminant function regression to detect Differential Item Functioning for polytomous items. Educational and Psychological Measurement, 73(5), 875–897. https://doi.org/10.1177/0013164413492419
Gonzalez, O., Canning, J. R., Smyth, H., & Mackinnon, D. P. (2020). A psychometric evaluation of the Short Grit Scale: A closer look at its factor structure and scale functioning. European Journal of Psychological Assessment, 36(4), 646–657. https://doi.org/10.1027/1015-5759/a000535
Grossi, E., Groth, N., Mosconi, P., Cerutti, R., Pace, F., Compare, A., & Apolone, G. (2006). Development and validation og the short version of the Psychological General Well-Being (PGWB-S). Health and Quality of Life Outcomes, 4, 88. doi: 10.1186/1477-7525-4-88.
Hagger, M. S., & Hamilton, K. (2018). Grit and self-discipline as predictors of effort and academic attainment. The British Journal of Educational Psychology, 89(2), 324–342. https://doi.org/10.1111/bjep.12241
Hasan, E. H. A., Munawar, K., & Khaiyom, H. J. (2020). Psychometric properties of developed and transadapted grit measures across cultures: A systematic review. Current Psychology. Advance online publication. https://doi.org/https://doi.org/10.1007/s12144-020-01137-w
Hernández, A., Hidalgo, M. D., Hambleton, R. K., & Gómez-Benito, J. (2020). International test commission guidelines for test adaptation: A criterion checklist. Psicothema, 32(3), 390-398. https://doi.org/10.7334/psicothema2019.306
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. https://doi.org/10.1080/10705519909540118
Huéscar-Hernández, E., Moreno-Murcia, J. A., Cid, L., Monteiro, D., & Rodrigues, F. (2020). Passion or perseverance? The effect of perceived autonomy support and grit on academic performance in college students. International Journal of Environmental Research and Public Health, 17(2143), 1–13. https://doi.org/10.3390/ijerph17062143
IBM Corp. (2016). IBM SPSS Statistics for Windows, Version 24.0 [Computer software]. IBM Corp.
International Test Commission [ITC] (2017). The ITC guidelines for translating and adapting tests (second edition). [www.InTestCom.org]
Jiang, W., Xiao, Z., Liu, Y., Guo, K., Jiang, J., & Du, X. (2019). Reciprocal relations between grit and academic achievement: A longitudinal study. Learning and Individual Differences, 71, 13–22. https://doi.org/10.1016/j.lindif.2019.02.004
Jones, A. B., Sherman, R. A., & Hogan, R. T. (2017). Where is ambition in factor models of personality? Personality and Individual Differences, 106, 26–31. https://doi.org/10.1016/j.paid.2016.09.057
Li, J., Zhao, Y., Kong, F., Du, S., Yang, S., & Wang, S. (2016). Psychometric assessment of the Short Grit Scale among Chinese adolescents. Journal of Psychoeducational Assessment, 36(3), 291–296. https://doi.org/10.1177/0734282916674858
Light, A., & Nencka, P. (2019). Predicting educational attainment: Does grit compensate for low levels of cognitive ability? Learning and Individual Differences, 70, 142–154. https://doi.org/10.1016/j.lindif.2019.02.002
Mueller, B. A., Wolfe, M. T., & Syed, I. (2017). Passion and grit: An exploration of the pathways leading to venture success. Journal of Business Venturing, 32(3), 260–279. https://doi.org/10.1016/j.jbusvent.2017.02.001
Muenks, K., Wigfield, A., Yang, J. S., & Neal, C. R. O. (2017). How true is grit? Assessing its relations to High School and College students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109(5), 599–620. https://doi.org/10.1037/edu0000153
Muñiz, J., Elosua, P., & Hambleton, R. K. (2013). Directrices para la traducción y adaptación de los tests: Segunda edición. Psicothema, 25(2), 151–157. https://doi.org/10.7334/psicothema2013.24
Muñiz, J., & Fonseca-Pedrero, E. (2019). Ten steps for test development. Psicothema, 31(1), 7–16. https://doi.org/10.7334/psicothema2018.291
Muthén, L. K., & Muthén, B. O. (2017). Mplus User’s Guide, 8th Edn. Muthén & Muthén.
Pereira, M. C. A., Antunes, M. C. Q., Barroso, I. M. A., Correia, T. I. G., Brito, I. S., & Monteiro, M. J. F. (2018). Adaptação e validação do Questionário Geral de Bem-Estar Psicológico: Análise fatorial confirmatória da versão reduzida. Revista de Enfermagem Referência, IV(18), 9-18. https://doi.org/10.12707/RIV18001
Rainho, C., Antunes, C., Carvalho, A., Barroso, I., Montiero, M. J., & Mateus, S. (2012). Bem-estar psicológico e perceção de saúde geral em estudantes do ensino superior. Revista de Enfermagem Referência, 3(Supl), 334.
Rodriguez, M., Boyer, S., Fleming, D., & Cohen, S. (2019). Managing the next generation of sales, gen Z/millennial cusp: An exploration of grit, entrepreneurship, and loyalty. Journal of Business-to-Business Marketing, 26(1), 43–55. https://doi.org/10.1080/1051712X.2019.1565136
Schmidt, F. T. C., Fleckenstein, J., Retelsdorf, J., Eskreis-Winkler, L., & Möller, J. (2019). Measuring grit: A German validation and a domain-specific approach to Grit. European Journal of Psychological Assessment, 35(3), 436–447. https://doi.org/10.1027/1015-5759/a000407
Schmidt, F. T. C., Sudzina, F., & Botek, M. (2020). Psychometric assessment of the Short Grit Scale among Czech young adults. Journal of Psychoeducational Assessment. Advance online publication. https://doi.org/10.1177/0734282920974817
Steinmayr, R., Weidinger, A. F., & Wig, A. (2018). Does students’ grit predict their school achievement above and beyond their personality, motivation, and engagement? Contemporary Educational Psychology, 53, 106–122. https://doi.org/10.1016/j.cedpsych.2018.02.004
Tang, X., Wang, M., Parada, F., & Salmela-Aro, K. (2021). Putting the goal back into grit: Academic goal commitment, grit, and academic achievement. Journal of Youth and Adolescence, 50(3), 470–484. https://doi.org/10.1007/s10964-020-01348-1
Vazsonyi, A. T., Ksinan, A. J., Jiskrova, G. K., Mikuška, J., Javakhishvili, M., & Cui, G. (2019). To grit or not to grit, that is the question! Journal of Research in Personality, 78, 215–226. https://doi.org/10.1016/j.jrp.2018.12.006
Vigil-Colet, A., Navarro-González, D., & Morales-Vives, F. (2020). To reverse or to not reverse Likert-type items: That is the question. Psicothema, 32(1), 108–114. https://doi.org/10.7334/psicothema2019.286
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2022 Aula Abierta