The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2018 What Do We Really Know About Grit? A Multivariate Statistical Investigation on the Construct Validity of Grit Christine M. Collaco University of San Francisco, [email protected] Follow this and additional works at: https://repository.usfca.edu/diss Part of the Higher Education Commons Recommended Citation Collaco, Christine M., "What Do We Really Know About Grit? A Multivariate Statistical Investigation on the Construct Validity of Grit" (2018). Doctoral Dissertations. 488. https://repository.usfca.edu/diss/488 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco WHAT DO WE REALLY KNOW ABOUT GRIT? A MULTIVARIATE STATISTICAL ANALYSIS INVESTIGATION ON THE CONSTRUCT VALIDITY OF GRIT A Dissertation Presented to The Faculty of the School of Education Learning and Instruction Department In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Christine M. Collaço San Francisco, CA April 2018 © 2018 Christine M. Collaço ALL RIGHTS RESERVED ii THE UNIVERSITY OF SAN FRANCISCO Dissertation Abstract What Do We Really Know About Grit? A Multivariate Statistical Analysis Investigation on the Construct Validity of Grit The primary purpose of this study was to collect evidence on the construct validity of grit using convergent, discriminant, and predictive validity principles. To accomplish this purpose and extend previous research on grit, college students from two schools completed an instrument comprised of a cognitive ability test, and a questionnaire. The questionnaire was comprised of existing and multiple measures of grit, interest, self-efficacy, locus of control, and conscientiousness along with a number of college success measures. Structural equation modeling was used as the primary statistical analysis technique. Factor analysis, correlation analysis, and path analysis were also used. First, the results from a series of exploratory factor analyses based on four sources of evidence revealed four different factor structures of grit: (a) two-factor structure comprised of perseverance of effort and consistency of interest, (b) three-factor structure comprised of goal attainment, focus, and perseverance, (c) four-factor structure comprised of perseverance of effort, consistency of interest, harmonious passion and obsessive passion, and (d) two-factor structure comprised of grit and passion. Second, the results based on four different path analysis models found conscientiousness to be the sole predictor of both GPA and long-term college goals. Conscientiousness was an even better predictor of college success than cognitive ability – not grit. Third, a series of iii correlation analyses based on different measures of grit and conscientiousness found a statistically significant strong positive relationship between grit and conscientiousness. Fourth, the resulting confirmatory factor analysis’ Pearson correlation coefficients revealed a statistically significant “strong” to “very strong” positive relationship among all five latent constructs: interest, self-efficacy, locus of control, conscientiousness, and grit. Finally, results from the structural equation model found interest to be a predictor of subjective college success and conscientiousness to be the dominant predictor of both subjective college success and objective college success. Overall, the results from this study indicate that grit was not only hardly distinguishable from conscientiousness and other motivational constructs, it disappeared altogether. The dominant predictor of college success was conscientiousness. The popularity around grit may just be in its name. iv SIGNATURE PAGE This dissertation, written under the direction of the candidate’s dissertation committee and approved by the members of the committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. The content and research methodologies presented in this work represent the work of the candidate alone. Christine M. Collaço April 25, 2018 Candidate Date Dissertation Committee Robert Burns, PhD April 25, 2018 Chairperson Mathew Mitchell, PhD April 25, 2018 Walter Gmelch, PhD April 25, 2018 v ACKNOWLEDGEMENTS “If it wasn’t hard, everyone would do it. It’s the hard that makes it great.” Tom Hanks, A League of Their Own. There have been quite a few days, not discounting today, that I felt discouraged. Testing, analyzing, making additions, modifications … checking and re-checking my work – until finally, all I needed to do was complete the necessary paperwork. Yes, it was hard! I kept reminding myself that “it’s the hard that makes it great.” I was determined to finish what I started. Go ahead, call it “GRIT!” I know I could not have reached this goal without the support of so many important people – and to all of them, I am forever grateful. To my chairperson and advisor, Dr. Robert Burns, for believing in me. Thank you for your guidance, direction, and casual conversations about hockey and golf. Every time we met, I walked away with more work to do. I’m not sure how that happened, but it did. To my esteemed committee members for taking the time to read this dissertation and for providing valuable feedback and insight. Dr. Mitchell, for challenging me and recognizing where I can add more, or in some cases, less so that in the end my best work is presented. Dr. Gmelch, for being my “biggest fan” – your encouragement, gentle suggestions, and especially your smile added to my “can do attitude.” To my friends and colleagues, I could not have completed this project without your help in collecting the data. A special “Thank You” to Mariela Vera and Jeff Toney, and all the professors who opened their classrooms to me and offered extra credit to their students for participating in this study. To my USF, L&I friends, for your continuous encouragement and support, especially when I felt utterly defeated. To my past, present, and future students for inspiring me to become a better teacher. To my family, for understanding my “unavailability,” and taking care of Mom when I was in school and working on this project – and to my nephew, Philip Tyson for providing valuable feedback on Chapters I and II. To my Mom, Angela H. Collaço and Dad, Geraldo B. Collaço for instilling in me the importance of education and hard work. Dad, I will always remember you for taking the time to teach me how to talk, spell, and write. To my Mom, who asked on graduation day – “When did you have time to do this?” I love you, Mom! Finally, I dedicate this dissertation to my partner, best friend, and wife, Shelly M. Ruhland who understands me, knows me, supports me, and loves me. I love you, Shelly! Now, what do I do? vi TABLE OF CONTENTS Page DISSERTATION ABSTRACT ......................................................................................... iii SIGNATURE PAGE ...........................................................................................................v ACKNOWLEDGEMENTS ............................................................................................... vi TABLE OF CONTENTS .................................................................................................. vii LIST OF TABLES ...............................................................................................................x LIST OF FIGURES .......................................................................................................... xii CHAPTER I. STATEMENT OF THE PROBLEM ...................................................................1 Purpose of the Study ....................................................................................5 Significance of the Study .............................................................................6 Theoretical Framework ................................................................................8 Self-Determination Theory ......................................................................8 Self-Efficacy Theory .............................................................................12 Locus of Control Theory .......................................................................16 Summary ...............................................................................................18 Background and Need ................................................................................20 Research Questions ....................................................................................23 Definition of Terms....................................................................................24 II. LITERATURE REVIEW ...................................................................................27 Grit and Its Dimensions .............................................................................27 Theories on Grit .........................................................................................31 McClelland’s Achievement Theory of Motivation and Grit