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

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dc.contributorChoi, Youn-Jeng
dc.contributorRobinson, Cecil D.
dc.contributorSchumacker, Randall E.
dc.contributorWind, Stefanie A.
dc.contributor.advisorTomek, Sara
dc.contributor.authorPorter, Mitchell McKay
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2019-08-01T14:24:23Z
dc.date.available2019-08-01T14:24:23Z
dc.date.issued2019
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis 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.en_US
dc.format.extent188 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0003346
dc.identifier.otherPorter_alatus_0004D_13799
dc.identifier.urihttp://ir.ua.edu/handle/123456789/6159
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational tests & measurements
dc.subjectEducational psychology
dc.titleThe development and validation of a vignette-based academic grit scaleen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.disciplineEducational Research (Educational Psychology)
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.

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