Are Gritty Students Academically Engaged in Math and Science?

This research examines the cross-cultural differences on triarchic model of grit (TMG) dimensions (i.e., "perseverance of effort," "consistency of interests," and "adaptability to situations") and the associations of grit with academic engagement in Math and Science among secondary school students in one secondary school in Hong Kong (n = 101; M[subscript age] = 12.44; SD = 0.60), nine secondary schools in Philippines (n = 575; M[subscript age] = 14.66; SD = 0.83), and two secondary schools in mainland China (n = 710; M[subscript age] = 13.39; SD = 0.56). Result of structural equation modeling via maximum likelihood estimation approach demonstrated that although all TMG dimensions were related to higher engagement in Math and Science, adaptability served as the strongest predictor of these outcomes even after controlling for the participants' cultural settings and conscientiousness. Consistency served as the weakest correlate of engagement outcomes. Conscientiousness, settings, and TMG dimensions explained 46% and 50% of the variance in Math and Science academic engagement respectively. These results provide additional evidence regarding the generalizability of TMG in non-Western societies.