Posts tagged grit

Book Review: The Grit Guide for Teens


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!

Book Reviews: Grit: The Power of Passion and Perseverance

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.

English: Millstone grit

English: Millstone grit (Photo credit: Wikipedia)

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.

Research Summaries: Development and Validation of the Short Grit Scale (Grit–S)

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.

Animation of a vernier caliper measuring a bolt

Animation of a vernier caliper measuring a bolt (Photo credit: Wikipedia)


  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.

Research Summaries: Positive predictors of teacher effectiveness

If you have ever wondered what goes on to make an effective teacher, this research paper by Angela Duckworth and colleagues, throws some light on the issue.

English: LaPlace, La., October 8, 2005 - Dan W...

English: LaPlace, La., October 8, 2005 – Dan Waldman (left), left without a job as a high school teacher at Signature Centers High School in New Orleans when it was flooded by Hurricane Katrina, has been hired by FEMA and is now at the LaPlace Disaster Recovery Center, 160 Belle Terre, and is in training to become a DRC manager. He is a member of the “Teach For America” program that places new teachers into inner city and low-income area schools around the nation. Win Henderson / FEMA (Photo credit: Wikipedia)

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. 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.
  10. 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.
  11. 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.

Research Summaries: Grit: Perseverance and Passion for Long-Term Goals

Today’s research summary is based on this paper which Angela Duckworth co-authored with Chris Peterson and colleagues, and where she first introduced her concept of grit and operationalized it by introducing the Grit Scale.

Monkey Grit

Monkey Grit (Photo credit: Wikipedia)

  1. One common thread running thorough Angela’s research is a (harmonious) obsession with finding out what leads to great achievement. A lot of earlier research in psychology has focused on the role of talent/ intelligence in high achievement, and that role is well established.
  2. Terman, for example, studied a group of highly gifted children in a famed longitudinal study which found that those who rose to prominence were more likely to exhibit “Perseverance, Self-Confidence, and Integration toward goals”, rather than mere high IQ. So, cognitive factors are just a part of the picture, and do not explain the whole picture.
  3. The other factors that  could influence high performance have been variously named as non-cognitive, personality or motivational factors. Among these, the Big Five personality trait of Conscientiousness keeps emerging in research linking personality with high achievement and work outcomes. However, conscientiousness may be multi-faceted with the achievement oriented facets that make one work hard, try to do a good job, and completes the task at hand, be more closely related to job performance than the dependability oriented facets that make one self-controlled and conventional.
  4. Thus Angela thought it worthwhile to introduce a new concept called Grit. which could explain why some people who have equal or lesser talent succeed over others who might have greater talent/ intelligence.   This is how they define Grit:
  5. We define grit as perseverance and passion for long-term goals. Grit entails working strenuously toward challenges, maintaining effort and interest over years despite failure, adversity, and plateaus in progress. The gritty individual approaches achievement as a marathon; his or her advantage is stamina. Whereas disappointment or boredom signals to others that it is time to change trajectory and cut losses, the gritty individual stays the course.

  6. Grit is different from Conscientiousness, but correlated with the achievement side of Conscientiousness. To me, conscientiousness seems to comprise both Grit and Self-control. Grit is all about staying course driven by long-term super-ordinate goals,  while self-control is more about not getting distracted and managing one’s impulses and emotions in the service of the currently activated goal. On can think of grit as sustained self-control in the service of a constant non-changing goal. The important thing to note is Grit is different from both self-control and conscientiousness.
  7. Across six studies Angela found that Grit predicted successful outcomes over and above Intelligence. Point to note that Grit and IQ/ intelligence are typically uncorrelated or even negatively correlated. The latter finding is explained by the fact that people having less IQ/ Talent may need to exercise and develop Grit more fully to achieve good outcomes. Three of these studies were longitudinal and the rest cross-sectional.
  8. Study 1 & 2 validated a 12 item Grit scale, which contained two orthogonal factors passion ( or consistency of interest) and perseverance of effort. The incremental validity of grit in predicting educational achievements (an outcome variable), over and above, IQ and conscientiousness, in a cross-sectional population was also ascertained. It was also found that older people were more gritty.
  9. In study 3, they looked at undergrads at UPenn and found that grit predicted overall CGPA and explained variance over and above that explained by SAT scores(proxy for intelligence).
  10. Study 4 and 5 looked at west point cadets (the analog of NDA cadets in India) and found that Grit predicted who made it through the beast barracks (the first summer training) better than self-control etc.  However, for those who stayed, self-control predicted better the CGPA at end of year one and MPS (Military performance score).
  11. Study 6 looked at National spelling bee participants and found that Grit predicted who will make to which final round.  Also the effect of grit was mediated by the study time or hours participants put on weekend preparing for this and  number or prior participation in the competition ( the more gritty you are the more likely you are to participate in more prior competitions and the more no. of prior participation, the greater your odds of success)
  12. Overall, this paper gave direction to a whole new field and established Grit as a valid concept with important outcomes and correlates.

If your interest has been piqued, you can check the full article here.

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