The development and validation of a vignette-based academic grit scale

Show simple item record

dc.contributor Choi, Youn-Jeng
dc.contributor Robinson, Cecil D.
dc.contributor Schumacker, Randall E.
dc.contributor Wind, Stefanie A.
dc.contributor.advisor Tomek, Sara
dc.contributor.author Porter, Mitchell McKay
dc.date.accessioned 2019-08-01T14:24:23Z
dc.date.available 2019-08-01T14:24:23Z
dc.date.issued 2019
dc.identifier.other u0015_0000001_0003346
dc.identifier.other Porter_alatus_0004D_13799
dc.identifier.uri http://ir.ua.edu/handle/123456789/6159
dc.description Electronic Thesis or Dissertation
dc.description.abstract This study conducted a development and validation of a vignette-based grit scale (Grit-V). The purpose was to determine if the use of vignettes provided more validity evidence than short simple-sentence item endorsements. The data were gathered from a sample population of undergraduate students from The University of Alabama. Focus group data were gathered to help provide insight during the item development process, and an expert panel was used to help select which items were most appropriate based on the item content. A pilot study was conducted to see how the initial item pool was functioning. The results from the pilot facilitated in the selection of the final items to form the Grit-V. The study therefore investigated whether the Grit-V provided more validity evidence than the existing measure of grit (Grit-S). The study further investigated the relationships between grit and other non-cognitive constructs (student engagement, academic motivation, and the Big Five personality dimensions). Additionally, the study determined the predictive strength of grit and the other variables on student success, which was measured by student GPA, classes dropped, and changed majors. Finally, the study investigated whether socioeconomic status was a significant moderator variable between grit and GPA. The results showed that the Grit-V provided more evidence of validity than the Grit-S. Grit and conscientiousness were the strongest predictors of GPA, and grit, academic motivation, and student engagement were the strongest predictors of dropping classes. Grit was not a significant predictor for changed majors. Additionally, SES was not a significant moderator variable in the predictive model.
dc.format.extent 188 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational tests & measurements
dc.subject.other Educational psychology
dc.title The development and validation of a vignette-based academic grit scale
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.discipline Educational Research (Educational Psychology)
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Browse

My Account