Literaturnachweis - Detailanzeige
| Autor/in | Hamilton, William |
|---|---|
| Titel | Too Much Grit to Quit? An Examination of Grit in Two Separate Within-Institution Contexts |
| Quelle | In: Adult Education Quarterly: A Journal of Research and Theory, 72 (2022) 2, S.179-196 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hamilton, William) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0741-7136 |
| DOI | 10.1177/07417136211034512 |
| Schlagwörter | Academic Persistence; College Students; Electronic Learning; Adult Students; Geographic Location; Predictor Variables; Student Behavior; Sense of Community; Learner Engagement; Teacher Student Relationship; Academic Achievement |
| Abstract | Although the grit narrative--the idea that individual success is as much a product of passion and perseverance as it is a result of intelligence and talent--has captured the public's imagination, much of the empirical literature has focused almost exclusively on traditional-age college students attending more selective residential universities. The current investigation leveraged two distinct samples of students to explore the association between grit and a wide range of educational outcomes for location-bound and online adult college students. Regression results indicated that the perseverance subscale of grit tended to be a better predictor of persistence and graduation intentions, and social and academic integration, particularly for location-bound adult students, while the passion subscale was a better predictor of actual persistence. The results also suggest that the predictive utility of grit is weaker for online adult college students. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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