Posts tagged grit
What goes into the making of a genius? More mundanely, what factors are required for success in any field? Your answer will differ based on what factors you consider to be the most important for success.
No one can deny the large role that intelligence and talent play in the making of a genius, or to achieve moderate levels of success compared to peers. We can probably club these two factors together as ability, that is more or less inborn, and is not very easy to increase or amenable to interventions.
Let me be a be it more specific. I consider ability to be made of two components: specific talent in a particular domain, say singing talent or mathematical talent; and fluid intelligence, or the ability to solve problems in real time using cognitive resources like working memory and typically measured by IQ. While talent is domain specific, fluid intelligence is domain general, but both will be required to be successful in a domain. Intelligence (fluid) will enable one to learn at an exceptional rate and also to learn form ones mistakes and improve.
Both talent and intelligence have been shown to explain up to 50 % of variance, in say, academic performance. Thus they are definitely required to achieve extraordinary success/ genius.
However, another stream of research informs us that putting in 10,000 hours or more of deliberate practice is what does the magic. As per research by Andres Ericsson and colleagues to achieve and expertise in any domain you need 10,000 hours or more of focused, deliberate practice. Here two things are important to note: you are not putting in brute force efforts blindly, but following a process of deliberate practice (picking up a weakness, working on it constantly to improve soliciting feedback etc) and the second is that you do put in more than 10,000 hours of such efforts to attain some expertise and then again 10,000 hours more to achieve genius level expertise.
Thus, one can subsume these factors under the common label effort: comprising of a daily ritual of deliberate practice or Riyaaz or smart efforts; and a long term fruits of putting in 10,000 or 20,000 hrs of such efforts in the form of expertise or domain specific crystallized intelligence.
Both indulging in deliberate practice daily and building expertise by putting in the required hours are correlated with genius level expert performance or success. In more mundane terms, if you really want to make contributions to mathematics such that they deserve a Fields Medal, you need to systematically work on which areas of Maths need improving and actually spend hours daily honing your maths skills for a few years before hoping to get one.
and of course as Angela Duckworth says, talent * effort = skill and skill* effort = performance, so effort counts twice and is an important determinant of success.
But this brings us to the question is effort same as grit, another factor that has been shown to predict success/ achievement/ genius?
While to the naive mind they may appear same; to me effort is willingness and ability to work smart and work hard; while grit is more about being passionate about a particular super-ordinate goal and getting back on track and showing persistence in the face of setbacks/ adversity.
And of course another personality factor or character strength that is similarly predictive of success is self-control. Self-control is the ability to resist temptations and forego pleasure-in-the-now for gains-in-the-future. It reliably predicts success in many domains and is domain general trait. Grit however is more domain specific. Also while Self-control works on a shorter time scale, Girt works on a longer time scale.
Both can be subsumed under goal-commitment: a in the moment domain general self control factor and a long term domain specific grit factor.
And this brings us to the final set of factors which are equally important for success: enjoying and being engrossed in what you are doing and being curious/exploratory about the things you don’t know/ haven’t experienced yet. These are emotional-motivational processes that ensure that you actually do put in the efforts required to meet the goal commitments and to actualize your ability.
Recent research has shown that a hungry mind is very important for predicting academic success. This hungry mind is conceptualized as intellectual curiosity. Curiosity as initially defined by Todd Kashadan et al was comprised of Exploration (or Curiosity as they define now per se) and Absorption. Later Todd et al have disowned absorption as a part of curiosity, and they are right to do so, but given the high correlations between absorption and exploration, I think they were on to something. Important for us is to remember that curiosity or the appetitive strivings for novelty, complexity,uncertainty and ambiguity; and Absorption or flow or full engagement in specific activities, taken together are again strong predictors of success/ achievement.
Thus, we have a fourth big factor predicting and causing success, viz Engagement: one sub-factor of which is a domain/ task specific flow or absorption and the other a domain general or task independent curiosity or love of learning or intrinsic motivation.
With that we can probably summarize the ingredients required to make a genius:
- Ability, both talent and intelligence
- Effort, both daily deliberate practice and 10,000 hours of expertise
- Goal commitment, both self control and grit
- Engagement, flow as well as curiosity
As an aside, this fits my ABCD model: Engagement or flow/curiosity are Affective in nature; Effort is Behavioral; Ability (intelligence) I consider as Cognitive and goal-commitment as Dynamic/motivational.
So, what are you going to do different to achieve extraordinary performance after having learned this? Will you work on your curiosity, put in more hours of deliberate practice , ensure you are feeling flow and absorption or work or your self-control muscle. There are many paths to greatness, and you can choose to focus on one or more to take you where you need to be!
Every once in a while you stumble across a book that is very much relevant to your present circumstances and as if written with you in mind; The Grit Guide for Teens happens to be such a book that is proving really valuable to me in my current endeavor of championing positive education.
Some of you might know, that I am currently executing a long term positive education intervention in a school in Pune, which is structured around VIA character strengths. One of the strengths we are focusing on is Grit, the target audience is teenagers and this book has been God-send!
Along side Angela Duckowrth’s book, which I reviewed earlier, this book has been instrumental in designing activities and introspection exercises to which the teens can relate and embody in their daily lives.
The book is in the form of a workbook and is very well structured; each chapter contains multiple activities that draw the reader in and at the same time help build their grit muscles with a relentless focus on clarifying complex concepts without using any jargon.
Caren Baruch-Feldman, makes very novel and innovative contributions, while writing the workbook; she extends the concept of grit to emotional, social and wellness domains apart from the usual suspects of academic and extracurricular domains. When the teens think of being gritty, they usually think about achieving a goal that is either in academic domain (get better at math – I know this is not a SMART goal) or in extracurricular domain (become a good guitarist / get better at cricket) ; however Caren reminds us that grit can be shown in emotional domain (be good a controlling my anger), social domain ( overcome shyness to initiate and sustain connections) or in wellness domain (stick to an exercise regimen to become fit and healthy); these are all my examples, Caren embeds the different domains based references throughout the book, so that one has an idea of how grit can be accomplished and plays out in all five domains.
She is also a clinical psychologist with tons of experience with CBT/REBT and uses that to add additional nuance, when it comes to developing the right mindset for grit- growth mindset , the power of yet and optimistic mindset is conjoined with a focus on thinking traps and figuring out if the thought is real, useful, or something you will tell a friend if he or she was in the same situation? These are powerful tools, one is providing to the kids, and which will help them in good stead in the future.
Caren also makes it clear that if you really want to exhibit grit you have to develop the right mindset and then go forth and execute stuff (like do deliberate practice to hone your craft). There is also adequate coverage of strategies for remaining focused on your goal, by using things like Advantage cards and overcoming temptation by using strategies like situation selection, situation modification etc. She draws upon proven techniques from allied fields in psychology like self-control and habit-formation etc apart from a focus on increasing grit per se. That makes for a holistic package when it comes to ensuring success by the teen.
While I read it mostly from the point of developing activities and using the material with my school students, I could readily see how relate able it would be for the teens themselves and how they will be so much richer for having gone thorough the book and completed all the activities. If you have a teen and his or her school does not promote positive education, yet, then you ought to buy this for your teen; it will be money well spent.
The only lament I have, why don’t we have many more such books, directed towards teens, for each of the VIA strength!! Hope the publishers develop a series around VIA strengths- we do need such workbooks for teens! Here is wishing so much success to the book, that others get inspired and write about all the other strengths and tools that the teens also need desperately!
I have read quite a few books that fall into the ‘hard work triumphs intelligence’ camp, such as ‘Peak’ by Anders Ericsson, ‘Talent is overrated‘ by Geoff Colvin and ‘Outliers‘ by Malcolm Gladwell. And I am more than sympathetic to that viewpoint, however I have always believed in a more nuanced picture. The ability to work hard, is again, just part of the equation explaining outstanding achievements, there is more than enough room for other non-cognitive factors like passion, hope, purpose etc to impact performance.
And that is what Angela tries to do in Grit. She is obsessed, in a harmonious way, with what leads to success and high/ exceptional achievements. After showing that talent/intelligence/ IQ only explains part of the picture, she makes a strong case for non-cognitive factors as being more predictive of success in life than the so called cognitive factors.
Angela defines Grit as a combination of Passion and Perseverance. Passion is built by discovering, and more importantly, cultivating interest. Another source of passion is when you feel what you are doing is purposeful or helpful to others and connects to a bigger whole. Perseverance, on the other hand, can be cultivated by being optimistic/ hopeful, developing a growth mindset and indulging in deliberate practice.
Now, some people have accused Angela of being too expansionist by including hope and growth mindset and purpose and what not in her theory of grit! I think that criticism is uncalled for- she is determined to find what makes people successful and what are its antecedents and mediators. If hope/ growth mindset is an antecedent to gritty behavior, I believe it makes sense for her to touch upon those subjects.
Some have claimed that grit is not yet ready for mainstreaming and that the damage one does by focusing solely on grit is more than its benefits. Angela, in her conclusion admits that she never intended or believes that grit is the only trait worth having; first there is a problem with the goal of success being a be all and end all; other goals like happiness, morality and meaning are legitimate both as ends in themselves and as predictors of good outcomes; secondly its not established that apart form IQ and grit, other factors like creativity etc are not that important for success.
One thing I found surprising was Angela’s reluctance to admit that too much grit may be harmful; brushing aside John Henryism or the need to disengage from goals at times, she come across as someone too invested in the concept of grit to acknowledge its dark side. The fact that these things are discussed in conclusion doesn’t make things any better. I guess an honest upfront admission of grits limitations as well as its power would help put things in perspective.
That said, I am not at all sympathetic to the many critical reviews of the book that have focused on the downsides of the concept / book to the exclusion of its utility/ strong points. Angela does a wonderful job of explaining her own and others peoples research and how it is related to what we know about who succeeds. She also has beautifully organized the book into sections where we can grow Grit from inside out (as end users) or outside in (as parents, teachers working with kids etc).
As a matter of fact for those who read the book, but don’t manage the time or don’t have the inclination to go deep into original research, but would like to dig a little deeper, I am currently featuring Angela’s articles on my newly introduced research summary feature and you may like to check some Grit related articles there for now. These articles should give you additional insights about the data and studies that Angela refers in the book.
Also, I believe that Girt is ready for mass market adoption; I myself am running a long term VIA character strengths based positive education initiative for schools, and Grit is an integral part of our offering.
So my recommendation, do read Grit and grow it in yourself and others. It will definitely help you in good stead.
This research summary will be especially attractive to those who have interest in psychometric and would like to see how the concept and measure of grit has evolved. In this paper, Angela Duckworth refines her measurement of grit and establishes the test-retest stability of the concept apart form predictive and consensual validity.
- The authors wanted to come up with a briefer version of the grit scale, which would have better internal consistency and still retain the predictive power and the two factor structure of Consistency of Interests and Perseverance of effort.
- As such they dropped 2 items each from both the factor items and retained just 4 items each for each of the factors. The decision to drop the items was taken on the basis of analyzing data across four studies as delineated in their earlier paper, whose research summary is present here. The newer 8 item Grit scale called Grrit -S retained predictive power and showed the same two factor structure.
- Similar to their earlier paper, they did an online study measuring grit-S/grit -O, big five traits as predictors and career changes and educational levels as outcome variables. Grit -S correlated with conscientiousness, but was still able to predict the outcomes over and beyond conscientiousness.
- Using the same online procedure, they asked subjects as well as informants (their friends family members) to complete the Grit-S/Grit -O measures and established the consensual validity of the scale.
- In another study with students, they measured Grit-S/Grit -O for two consecutive springs and established the test-retest stability of the scale as well as its predictive validity where GPA obtained was an outcome variable and so was the number of hours watching television.
- The next study was similar to the West point study they had done for earlier paper, but with grit-S predicting who makes it through the beast barracks.
- The last study was again a followup study of the national spelling bee competitors, this time with a new cohort, and using a new scale and led to similar results, whereby girt predicted who reached which round etc. based partly on who practiced how much and had prior experience participating.
- So, if you were looking for some more areas/ examples of the predictive power of grit, this doesn’t add much to what Anagela et al had presented in the earlier paper, but it does reconfirm finding with a shorter measure that also appears to be a better measure of grit.
so, if you are the one who is fascinated by how scales evolve, do check out this paper here.
- Teaching is a stressful job; in majority of cases, you are not able to see the impact of your work immediately or at all; hence the frequent teacher burnout or high attrition.
- Traditionally its thought that competence in subject matter or certifications would be a good predictor of teacher effectiveness. However , these measures typically fail to distinguish those performing well from those performing just bare minimal.
- When one looks at other factors like personality factors, extarverted or ‘attractive’ teachers get better ratings from students/ observers; however they don’t have any real impact on actual student performance when measured by gains in knowledge.
- This study looked at grit, life satisfaction and optimism of teachers as predictors of their effectiveness which will distinguish high performing teachers from the mediocre.
- They conducted a prospective longitudinal study wherein, grit, life satisfaction and optimistic explanatory style of novice Teach for America teachers was measured before they started school year. The gains in academic performance of the students they taught was used as an indicator of their effectiveness at the school year end.
- Grit, the ability to work hard under challenging circumstances, may be relevant to teacher effectiveness as they do face constant challenges, and so this was measured using the 8 item short Grit scale.
- Happy people do well in a number of different work settings as those who are in a positive mood are more likely to work towards their goals; also they have more resources to cope with stress and challenges, as per broaden and build theory of positive emotions. Also, the energy and enthusiasm of those teachers satisfied with life may be contagious and make students happy and thus more productive. Life satisfaction was measured by Satisfaction with Life Scale.
- Optimistic explanatory style may be relevant as when faced with repeated challenges those with pessimistic explanatory style may become helpless and give up, as compared to those with optimistic style who may remain resilient. This was measured using Attributional Style Questionnaire.
- All three positive traits predicted teacher effectiveness. When all were simultaneously used to predict the teacher effectiveness outcome, only grit and life satisfaction were significant predictors. It thus seems that optimism works via grit and life satisfaction.
- As this is a prospective longitudinal study the results do hint at causality, though reverse causality like effectiveness leading to life satisfaction cannot be ruled out.
- The authors conclude by suggesting that schools should perhaps hire for grit, happiness and optimism too. This is where I get a little uncomfortable; in an ideal world, I would welcome anyone who has a passion for teaching (the passion part of grit is taken care of 🙂 ) and equip them with tools like training to increase perseverance, hope and happiness to make them more effective. I am always ambivalent about measuring a trait and then hiring for it. To be fair the authors also suggest interventions in schools to increase grit , hope etc of teachers. I wish there was more of latter than former in the world that we live in.
So if you found this interesting and want to dig deep, check out the original paper here.