Motivation and emotion/Book/2025/Grit and academic achievement

Grit and academic achievement
What role does grit play in academic achievement and can it be fostered in future students?

Overview

Case study: Nikil Looking closer at the case study! Nikil is a 21-year-old medical student in India who is a high-achieving student. He is the first in his family to attend a university. His family emphasizes that his success will bring honor and pride to his parents and community. He feels a great need to excel to repay his parents’ sacrifices and make use of his opportunity to gain higher socio-economic status. He often studies late into the night and skips meals, not because becoming a doctor is something he enjoys, but because he is afraid of disappointment and failure. He often ruminates heavily on his mistakes, compares his grades to others and has anxiety before exams. He often feels he must excel to be accepted. He began to find it hard to maintain a 97% average he had throughout high school into university, his current lifestyle left him feeling empty and fatigued, with decreased interest and creativity, and he overcriticized himself for not being perfect, affecting how he felt about himself. As he talked with his parent about how he was feeling, they responded by truly finding out why he wanted to become a doctor, and that is exactly what he did. During his hospital rotation, he realized his skills of empathy but being logical and making a lasting impact on his client gave him immense satisfaction; he realised this is truly his career path. Once realising this, his studies became much more enjoyable; he was able to persist, commit, and manage and develop healthy coping strategies. Overall helping him to go on to become a successful graduate. This case study shows Nikil is someone who has grit, particularly persistence on effort but through support from his family and his own personal interest in being a doctor helped to reinvigorate his passion and commitment to becoming a doctor.

Students around the world are faced with new challenges, setbacks, dissapointments and difficulties everyday. These setbacks can be especially challenging during the early educational years, when career sucess is predicated on academic performance. A recent example of a setback faced by students everywhere is the Coronavirus (Covid-19) Pandemic and the emergence of AI learning tools. This caused students, teachers and scientists around the globe to persevere against systemic-level disruptions by adaping and developing innovative ways to connect, learn, improve and retain knowledge in order to facillitate academic achievement. Some students found these challenges especially difficult leading them to disengage and drop out, but others like Nikhil (who we will talk about) persisted and eventually found success. This begs the question: is academic achievement based solely on your IQ score, talent, resilience or perhaps you need some good old, hard work? This exact question led author and psychologist Angela Duckworth to popularise the term "grit", suggesting persistence interest and sustained effort paved the way for success as opposed to talent or skills alone.

Focus questions: What is grit? How does grit influence academic achievement? What psychological theories explain grit? What does the empirical evidence say about grit? Any critiques? Can grit be fostered and if so, how can it be applied? Reflection: Think of a time when you faced a major academic or life challenge. What factors or setbacks helped or hindered your ability to continue during the challenging situation?

Throughout the chapter, refering back to this case study of Nikil below to help consolidate your learning.

Key concepts: Grit Academic Achievement Persistence Interest Intelligence Consciousness Self-regulation

Grit

A middle-aged man showing his perseverance and passion towards achieving his goal of winning a marathon.

Grit is often regarded as a conceptual topic without a definitive definition or measure, in order to quantify, measure and understand what laypeople and scientists regard grit to be lets look at a few sources which ain to define grit.

Defining grit

The word "grit" originates from the German word "Griess," which according to the Merriam-Webster dictionary, means "grit".

Furthermore the dictionary defintion for a person with grit is explained as two qualities: firmness of mind or spirit and unyielding courage in the face of hardship or danger. Otherwise, as a person with courage and is adapt to grinding, setbacks, or hardships through the firmness of their mind.

Although this is the dictionary definition, the psychological definition is slightly different. Angela Lee Duckworth and colleagues popularised "grit," to be simply defined as a personality trait of an individual who perseveres and has a passion for their long-term goals (Lam & Zhou, 2019; Lee, Kim & Shin, 2025; Tugabirwe & Rukundo, 2024; Jiang et al., 2019 )

A girl through passion and perseverance, is climbing difficult and challenging mountain to achieve her long-term goal of climbing to the summit

"Grit is passion and perseverance for long-term goals.

One way to think about grit is to consider what grit isn’t. Grit isn’t talent.

Grit isn’t luck. Grit isn’t how intensely, for the moment, you want something.

Instead, grit is about having what some researchers call an "ultimate concern”–a goal you care about so much that it organizes and gives meaning to almost everything you do. And grit is holding steadfast to that goal. Even when you fall down. Even when you screw up. Even when progress toward that goal is halting or slow.

Talent and luck matter to success. But talent and luck are no guarantee of grit. And in the very long run, I think grit may matter as least as much, if not more."

━ Angela Duckworth

The definition used by the American Psychological Association is,

"n. a personality trait characterized by perseverance and passion for achieving long-term goals. Grit entails working strenuously to overcome challenges and maintaining effort and interest over time despite failures, adversities, and plateaus in progress. Recent studies suggest this trait may be more relevant than intelligence in determining a person’s high achievement. For example, grit may be particularly important to accomplishing an especially complex task when there is a strong temptation to give up altogether." ━ APA 2018

Characterising grit

A person, despite age achieved an award through their grit.

Grit is characterised as a hierarchical, non-cognitive dispositional or personality trait which means, an enduring characteristic and behaviours employed by the individual to uniquely adjust to life across different situations (APA, 2018; Barbouta, Barbouta & Kotrotsiou, 2020; Clark, Dorio, Eldridge, Malecki & Demaray, 2020; Clark & Malecki, 2019; He et al., 2021; Helal & Hassan 2025; Lam & Zhou, 2019; Lee & Sohn, 2017; Singh & Chukkali, 2021).

A gritty individual works tirelessly towards challenges, maintains effort, interest and stamina over extended periods despite failures, advesities and plateus (He et al., 2021; Lee, Kim & Shin, 2025; Tugabirwe & Rukundo, 2024). Grit is a malleable construct which can be learned and developed through coping skills and self-cultivation, social support, training, experiences and practicing endurance similar to how you would develop your muscles in the gym (Duckworth et al., 2007; Harpaz, Vaizman & Yaffe, 2024; Singh & Chukkali, 2021; Jiang et al., 2019 ). Specifically, Grit encompasses goal-directness, persistence, passion and commitment.

According to a 2020 study there is a moderate positive correlation between grit and older participants (Barbouta, Barbouta & Kotrotsiou, 2020). Perhaps, due to the increase time to experience different situations and circumstances could be accredited to why older people tend to have higher grit levels. This could also be a contributing reason as to why postgraduate students in the same study had a higher overall mean in academic score of 78.2 (SD of 10.0) compared to the undergraduate students (overall mean of 72.9, SD of 9.6) (Barbouta, Barbouta & Kotrotsiou, 2020).

2 Facet of grit

A fossil hunter holding their winning ammonite fossil earned through his lifelong passion and commitment to finding, and refurbishing pieces of fossil history.

Perseverance of effort (PE) is the ability to sustain energy and towards long term goals involving high mental stamina by overcoming adversities and distractions through sustained effort to accomplish a goal (Clark & Malecki, 2019; Lee, Kim & Shin, 2025; Jiang et al., 2019 ; Wolters & Hussain, 2015).

Oftentimes, PE is compared to qualities of conscientiousness from the big five personality theory because of the overlapping themes of being responsible, diligent and goal-oriented (O’Connor & Paunonen, 2007).

Consistency of interest (CI) is ability to adhere and maintain focus to goals which the idividual is passionate and accredits meaning and purpose towards for long periods to sustain their ultimate final long term goal( Clark & Malecki, 2019; Lee, Kim & Shin, 2025; Jiang et al., 2019 ). For example, an ultimate final goal could be completing an undergraduate degree with a high distinction.

Measures of grit

There are multiple scales which have been used to quanitify grit. These incluse the Original Grit scale, Short Grit scale, Triarchic model of grit scale, Multi-dimensional grit scale and the Academic grit scale.

Original grit scale (Grit-O)

File:Psychological Survey.png

Psychological self-report survey measure

As the name suggests this is the original first developed grit scale by Duckworth and collegues, asking demographic questions, the individual's level of academic performance satisfaction compared to their actual academic score (Barbouta, Barbouta & Kotrotsiou, 2020). Nowadays this scale is commonly used.

Short grit scale (Grit-S)

The Short Grit Scale is an improved, model fit and overall a better measurement tool inspired by the Grit-O. This is currently the most used grit scale in wester and individualist countries. It is a twelve item two factor hierachical scale maximized by the particular items which were most correlated in accordance with factor analysis.

Triarchic model of grit scale

The triachic model of grit by Datu and collegues in 2017 expanded upon the 2 factor hierachical structure and introduced the facet of situational adaptability, which gain acclaim.

Multi-dimensional scale of grit

With the growing need for cultural inclusion and generalisability with research the Multi-Dimensional Scale of Grit (MDSG) was designed by Singh and Chukkali in 2021 to allow the concept of grit to traverse the global scale and be more accesible to non-western and individualistic communities (Singh & Chukkali, 2021). This 12 item Likert scale measure, particularly designed to be applicable to collectivist, religious and eastern countries where through religious and ancient litreture have identifies similar elements such as “gumption" and “titiksha” from Hindu holy books; yang in Taoist principles; “dukkha” from Buddhist literature and the Islamic perspectives’ emphasis on strength of character, constancy, steadfastness, work devotion determination (Singh & Chukkali, 2021). Overall the scale tends to have good internal consistency, reliability, criterion and divergent validity, but more studies need to conducted to corroborate its generalizability with the wider community due to the gender, age and university humanity and social science focus (Singh & Chukkali, 2021).

Academic grit scale (AGS)

Finally, the concept of domain-specific grit was explore through the academic grit scale. This scale has 10 items focusing on determination, resilience, and focus in the pursuit of challenging long-term goals within education (Clark & Malecki, 2019).

Glossary

Table 1. The 2 x 7 on the definition and theory adjasent to grit x key theoretical terms.

Key terms often associated with grit:

Key term	Definition	Theory
Long-term goal oriented:	a person' who focused on the process of establishing specific, time-based behavior targets that are measurable, achievable, and realistic. Goal setting is effective only if the individual's are aware of what needs to be accomplished and accept the goal themselves and believe in their attainability.	According to Locke theory of goal setting, specifies specific, challenging, sub-goals are better for performance to regulate energy expenditure, improve persistence, skill development with timely feedback on progression are pivotal to attaining long term goals, such as academic achievement. Also in accordance with self-determination theory a individual is moer likely to achieve their long term goals if he motivation behind their drive is intrinsic to satidy their psychological needs for autonomy, competence and relatedness (Deci & Ryan, 2000). Furthermore, expectancy-value theory suggests a persons effort, persistence and choices are determined by the person self-efficacy to attain goal (Deci & Ryan, 2000). This allows the individual to foster a growth mindset where their belief in their abilities help them to self-regulate, make informed choices and dedicate themselves to their goal (Deci & Ryan, 2000).
Passionate:	an intense, driving, or overwhelming feeling or conviction. Passion is often contrasted with emotion, in that passion affects a person unwillingly. a strong enthusiasm for or devotion to an activity, object, concept, or the like.	According to self-determination theory, there are two types of passion: harmonious which is the healthy form compared to the maladaptive form called obsessive (Deci & Ryan, 2000). Harmonius passion allows for flexibility and immersive enagement whereas obsessive passion can be rigid and impersonal Deci & Ryan, 2000).
Perseverance/Persistence: Effortfulness	Continuance or repetition of a particular behavior, process, or activity despite cessation of the initiating stimulus. The quality or state of maintaining a course of action or keeping at a task and finishing it despite the obstacles (such as opposition or discouragement) or the effort involved. exertion that demands attentional and other cognitive resources: a feature of many psychological tasks that can be judged reliably by participants.	According to Cloninger’s seven factor psychobiological model of personality expand further on persistence as the tendency to continue a task or activity regardless of frustration, dissatisfaction, or fatigue. According to SDT the psychological needs to be competence, related and sutonomous can increase the volition of the peron to strive in their activities (Deci & Ryan, 2000).
Academic achievement	any identifiable success in the areas of scholarship or disciplined study. in educational psychology, a level of proficiency in scholastic work in general or in a specific skill, such as arithmetic or reading. Evidence of future academic achievement is usually based on the results of standardized ability tests and assessment of performance by a teacher or other supervisor.	Achievement goal theory talks about there are 4 major categories of goals: approach or avoidant mastery of skills and understanding and approach or avoidant performance or competive{{sPP and peer validation based goals. the avoidant types of goals tend to have negative affect, drive and self-worth outcomes (Harwood & Thrower, 2020).
Interest:	an attitude characterized by a need or desire to give selective attention to something that is significant to the individual, such as an activity, goal, or research area.
Resilience:	the process and outcome of successfully adapting to difficult or challenging life experiences, especially through mental, emotional, and behavioral flexibility and adjustment to external and internal demands. A number of factors contribute to how well people adapt to adversities, predominant among them (a) the ways in which individuals view and engage with the world, (b) the availability and quality of social resources, and (c) specific coping strategies. Psychological research demonstrates that the resources and skills associated with more positive adaptation (i.e., greater resilience) can be cultivated and practiced.
Intelligence	the ability to derive information, learn from experience, adapt to the environment, understand, and correctly utilize thought and reason.

Grit & academic achievement:

The association between grit and academic achievement using the measure discussed earlier try to empircally understand and predict success in academic settings.

Foundational studies

Foundational studies by Duckworth and colleagues tried to predict success through academic engagement, self-efficacy, educational graduation, retention rates and Grade point averages over time (Wen et al., 2019 cited from Duckworth et al., 2007). Throughout the years two types of grit was identified.

General Grit

• An overarching dispositional trait where attitudes and behaviors stay consistent across different contexts (Clark & Malecki, 2019).

Domain-specific Grit

• Grit-based attitudes and behaviors are only displayed when in a certain contexts or condition (Clark & Malecki, 2019).
• For example, Academic grit is when a person shows grit during educational pursuits.

Overall domain-specific grit has shown a better predictor of academic achievement than general grit. (Clark & Malecki, 2019).

Recent studies

Although foundational studies highlighted a high correlation between grit and academic achievement, especially amongst primary to college students, the current data suggest differently.

Contradicting research data plots from different research articles

A 2019 meta-analysis of suggested the correlation between grit and academic achievement was small but significant with the mean coefficient of 0.16 (95% CI: 0.14, 0.18 Z=15.95, p < .001) and mean average correlation of overall grit is 0.17 (Lam & Zhou, 2019). Similarly a more recent 2022 meta-analysis suggested the overall grit level to academic achievement was weak to moderate (weighted correlation = 0.19). They also found, the effect size is similar to conscientiousness (r = .19) and subjective well-being (r = .16). The total estimated average weighted average of grit overall was 0.24 (95% CI: 0.213, 0.261) (Lam & Zhou, 2019).

In accordance with longitudinal studies, they seem to support a reciprocal relationship of PE and academic achievement being mutually reinforcing to each other (Wen et al., 2019). This means PE predicts achievement and prior achievement contributes to PE’s development. Overall, PE has been discovered to be a better predictor for academic success than CI especially in standardised measures like the gpa and similar school grades systems (Lam & Zhou, 2022). Many studies consistently show PE has higher correlations and reforcing relationship (r=0.21; R²=2.3%; r= 0.508; r=0.425) to academic success whereas, CI has a weaker predictive and correlation to academic success (Clark, Dorio, Eldridge, Malecki & Demaray, 2020; Clark & Malecki, 2019; Lam & Zhou, 2022; Jiang et al., 2019 ).

Also, a two-factor hierarchical structure in the AGS scale validation studies with samples from high-achieving adolescents, the national spelling bee child and adolescent finalists, Ivy League undergraduates, and West Point cadets showed to have strong internal consistency, test-retest reliability, consensual validity and high predictive validity (Clark & Malecki, 2019). There is also evidence to suggest grit is a better predictor of academic achievement in kindergarden to year 12 students (r=0.17) comparatively to university students (r=0.14)(Lam & Zhou, 2019; Lam & Zhou, 2022).

Critiques:

Table 2. The 2 x 16 on the Strengths and Weaknesses of Grit x Theory Efficacy

	Strengths	Limitations	Sources
Scope	Domain-specific	Overlaps with Consciousness	Clark, & Malecki, 2019; Jiang, et al., 2019). (Clark, & Malecki, 2019; Lam & Zhao, 2022; Martoyo & Lindawati, 2023; Rimfeld, Kovas, Dale & Plomin, 2016).
Predictive power	Validity (incremental, can build upon itself)	Weak Consistency of Interest	(Clark, & Malecki, 2019; Harpaz, Vaizman & Yaffe, 2024). (Abubakar, et al., 2021; Jiang, et al., 2019; Lam & Zhao 2022)
New perspective	Non cognitive focus (included cultural backgrounds)	Method issues with reliability and correlation	(Jiang, et al., 2019; Singh & Chukkali, 2021) (Clark, & Malecki, 2019; Clark, Dorio, Eldridge, Malecki, & Demaray, 2020; Jiang, et al., 2019; Lam & Zhou, 2019; Tannoubi et al., 2023).

All of these contradictions and critiques makes it difficult to determine whether grit is the sole influencer of academic success as once believed.

Alternative academic success influences

As an alternative to thinking grit is sole contributing factors to academic success, let us, think more broadly.

Cognitive Ability (IQ)

Grit is distinct from cognitive ability/IQ. Grit has been shown to outperform IQ as a predictor of academic achievement in samples of high-achieving students.

Although grit is a better predictor of academic success in high achieving samples; student samples of lower end of the IQ spectrum, from poor socioeconomic status has suggested different results (Lee & Sohn, 2017; Segal & Kalfon-Hakhmigari, 2025; Tugabirwe & Rukundo, 2024). In a 2021 study looking at disadvantaged rural students, grit had an insignificant effect on school achievement for those with an IQ of 0.85 (Jiang, et al., 2019).

A 2025 study suggested, grit could moderately influence cognitive abilities towards high educational achievement. It said stem high school student with high levels of cognitive abilities were statistically significant (β = 0.14, SE = 0.03, t(640) = 5.08, p < 0.001, 95% CI [0.09, 0.19]) suggesting 34.58% of variance in STEM (physics, computer science, achievement interaction between cognition and grit to strongly predict highschool success (Segal & Kalfon-Hakhmigari, 2025). Surprisingly, this study suggested a greater association between CI (r = 0.10 to 0.15 (p < 0.05) as opposed to PE (r = 0.08, p = 0.046) as previous studies suggested helping them to bridge gaps which would otherwise affect performance (Segal & Kalfon-Hakhmigari, 2025). Another study looking at Indonesian students and GPA also found similar results (1.4% - 6.3%) and grit scores seemed to increase as they progressed through school from first to second to third year (Martoyo & Lindawati, 2023). As well as, students with extremely high levels of cognition showed slightly lower levels of grit compared to student with high cognition (Segal & Kalfon-Hakhmigari, 2025).

Deliberate practice

Deliberate practice ($r = .19, p < .01$) and conscientiousness ($r = .21, p < .01$) in korean college students correlated positively with GPA, this highlighted the grit did not have a direct effect but mediatory one to achievement in academics (Lee & Sohn, 2017).

Self-regulated learning

Self-regulated learning suggests a consistent association of PE with self-efficacy, cognitive, metacognitive, motivational, time and study environment management strategies, and procrastination and CI with study environment management strategies, and procrastination, with only PE showing any improvement to academic achievement through regression analysis (Wolters & Hussain, 2015).

Research motivation

Research motivation based on their intelligence (r = 0.72, p < 0.01) in postgraduate student was correlated with grit (r = 0.27, p < 0.01) and academic achievement (r = 0.26, p < 0.01). Although research motivation was the bigger predictor with an r value of 0.84 (p < 0.01), making it a critical mediatory pathway.

Coping and self-cultivation skills

Academic grit and coping strategies which included self-efficacy, autonomic Help-Seeking Orientation and self-cultivation or personal growth characteristics in Anglo-Saxon (0.37) participant, explained 24-26% of variance (Harpaz, Vaizman & Yaffe, 2024).

Social Support

Social support plays a critical role by enhancing correlation between grit and academic achievement. The first study did a regression analysis on korean student and receiving parental support (r= 0.267, p< 0.01), friend support (r= 0.140, p< 0.01), teacher support (r= 0.197, p< 0.01), and grit (r= 0.367, p< 0.01), as being correlated with academics (Lee, Kim & Shin, 2025).

Conclusion

Grit's relationship with academic achievement has evolved over time. Foundational studies identified two types of grit: general grit, a consistent trait across contexts, and domain-specific grit, which manifests in specific areas like academics. Although early research linked grit strongly to academic success among students, recent meta-analyses have shown only a small correlation, with prior academic performance being a better predictor than grit. Critically, grit overlaps with cognitive ability. For disadvantaged students, grit has shown limited impact. Moreover, factors such as cognitive ability, deliberate practice, self-regulated learning, research motivation, and social support emerge as significant influences on academic achievement, indicating that grit alone may not be the sole determinant of success.

Gaps within the research are the subjective of causality and the mechanisms for grit as a concept has led to various methodological limitations and reduce the reliance on self-reports which are subject to a multitude of biases. The overall data lack generalisability at time due to the hyper restricted populations of the sample derived for the study, with studies focusing on western and students with high cognitive abilities. Other factors like burnout, career aspirations, non-educational responsibility, cognitive load, resource accessability weren't explored as well.

Areas for future research should focus more on longitudinal and experimental studies testing and for confounding variable and overall clarifying the concept, its effect, inclusions and exclusion to have overall more replicable and accurate studies. Also, exploring the malleability of grit, its cross-cultural, gender, socioeconomic influences. As well as, looking at areas outside of academic achievement, such as sports and work.

Although the research on grit and academic achievement is conflicting and confusing, developing grit is a fantastic was to practice stamina and can be applicable to all facets of life.

Test yourself! 1 What is Grit? Cognitive trait non-cognitive trait Perseverance of Effort and Consistency of Interest Adaptability and Commitment 2 How does grit influence academic achievement? persist through setbacks and sustain effort toward goals try and persist until faced with a difficult challenge use brute force or rote learning to facilitate learning self-regulated learning strategies or deliberate practice 3 What psychological theories explain grit? Social-determination theory and Locke theory of goal setting Adaptability 2-factor theory and Interest & persistence theory Cloninger’s seven-factor psychobiological model of personality, Achievement goal theory Intellectual modification and Fixed Mindset theory 4 What does the empirical evidence say about grit? Any critiques? Grit is the sole predictor of academic success The research on grit is confusing regarding it being the predictor of academic success 5 Can grit be fostered? Grit is viewed as a malleable which can be assisted using independant and fixed mindset Grit is viewed as a malleable which can be assisted using coping strategies, growth mindset and support

Answers! What is Grit? non-cognitive trait Perseverance of Effort and Consistency of Interest How does grit influence academic achievement? persist through setbacks and sustain effort toward goals self-regulated learning strategies or deliberate practice What psychological theories explain grit? Social-determination theory and Locke theory of goal setting Cloninger’s seven-factor psychobiological model of personality, Achievement goal theory What does the empirical evidence say about grit? Any critiques? The research on grit is confusing regarding it being the predictor of academic success Can grit be fostered? Grit is viewed as a malleable which can be assisted using coping strategies, growth mindset and support

See also

• Academic buoyancy (Wikiversity)
• Academic resilience (Wikiversity)
• Conscientiousness and motivation (Wikiversity)
• Deliberate practice and mastery (Wikiversity)
• Expectancy-value theory of achievement motivation (Wikiversity)
• Feedback and motivation in sport (Wikiversity)
• Grit and conscientiousness (Wikiversity)
• Growth mindset development (Wikiversity)
• Hardiness (Wikiversity)
• Long-term goal achievement (Wikiversity)
• Mental toughness (Wikiversity)
• Motivation and emotion book chapters (Wikiversity)
• Perseverance (Wikiversity)
• Self-efficacy and academic achievement (Wikiversity)
• Willpower (Wikiversity)

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Tugabirwe, I., & Rukundo, A. (2024). Grit Predicts Academic Achievement among Undergraduate Science Teachers at a University of Science and Technology. Qeios, 6(1). https://doi.org/10.32388/MMPITX.2

Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. *Metacognition and learning, 10*(3), 293-311. https://doi.org/10.1007/s11409-014-9128-9

External links

• A lesson in grit from Angela Duckworth (Penn Today)
• Do we actually grow from adversity? (The Conversation)
• Grit matters when a child is learning to read, even in poor South African schools (The Conversation)
• Grit or quit? How to help your child develop resilience (The Conversation)
• Grit: The dark side of deciding to 'tough it out' (ABC)
• Grit: The Power of Passion and Perseverance | Angela Duckworth | Talks at Google (YouTube)
• Grit: The Power of Passion and Perseverance | Angela Lee Duckworth | TED (YouTube)
• Grit: Why It Matters And How To Develop It (Forbes)
• ‘Grit’ and relentless perseverance can take a toll on brain health − particularly for people facing social stresses like racism (The Conversation)
• Growth mindset, grit and resilience are central to getting what you want, psychologists say (ABC)
• High Achievers Have More Grit Than Talent (Forbes)
• It’s not ‘grit’ that children lack, but proper support (The Guardian)
• Psychological grit is over-rated as the key to retention in distance education: a South African study debunks the myth (The Conversation)
• Should Schools Be Teaching Kids ‘Grit’ to Fix Mental Health? | This Morning's View (YouTube)
• True grit – we measured it and found it protected doctors from career burnout (The Conversation)

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