Examination of The Relationship Between Grit and Success Levels of Vocational High School Students

Abstract

The aim of this study is to identify the relationship between the grit levels of vocational high school senior students and their university admission status and to examine the differentiation of the grit according to gender, parents' educational status, and general grade point average. The study was conducted in the second semester of the 2023-2024 academic year with the participation of 166 senior students studying at a vocational high school in Kastamonu province. In this study, one of the quantitative research designs, correlational research model was used. Data collection was done using a survey consisting of the demographic characteristics of vocational high school senior students "Short Grit Scale", originally developed by Duckworth and Quinn, (2009) and adapted to Turkish by Sarıçam, Çelik and Oğuz, (2016) and tested for validity and reliability. According to the results of analysis, it was determined that the grit skills of vocational high school senior students were at a medium level. The students' grit skills did not show a statistically significant difference in terms of gender, GPA, and parents' education level. In addition, there was no statistically significant relationship between students' grit and university admission.

Keywords

• grit
• short grit scale
• vocational high school students
• university admission status

Meslek Lisesi Öğrencilerinin Azim ve Başarı Düzeyleri Arasındaki İlişkinin İncelenmesi

Öz

Bu çalışmanın amacı, meslek lisesi son sınıf öğrencilerinin azim düzeyleri ile üniversite kazanma durumu arasındaki ilişkiyi belirlemek ve azim becerisi değişkeninin cinsiyet, anne-baba eğitim durumu ve genel not ortalamasına göre farklılaşma durumunu incelemektir. Çalışma 2023-2024 öğretim yılının ikinci döneminde, Kastamonu ilinde bir meslek lisesinde öğrenim gören 166 son sınıf öğrencisinin katılımıyla gerçekleştirilmiştir. Çalışmada nicel araştırma desenlerinden korelasyonel araştırma modeli kullanılmıştır. Veri toplama aracı olarak, meslek lisesi son sınıf öğrencilerinin demografik özelliklerinin bulunduğu anket ile orijinali Duckworth ve Quinn (2009) tarafından geliştirilmiş ve Sarıçam, Çelik ve Oğuz (2016) tarafından Türkçeye uyarlanıp geçerlik ve güvenirlik çalışmaları yapılmış olan “Kısa Azim Ölçeği” kullanılmıştır. Analiz sonuçlarına göre, meslek lisesi son sınıf öğrencilerinin azim becerilerinin orta düzeyde olduğu belirlenmiştir. Öğrencilerin azim becerisi, cinsiyet, genel not ortalaması ve anne-baba eğitim durumu açısından istatistiksel olarak anlamlı bir farklılık göstermemiştir. Ayrıca öğrencilerin azim ve üniversite kazanma durumu arasında da istatistiksel olarak anlamlı bir ilişki bulunmamıştır.

Anahtar Kelimeler

• azim
• kısa azim ölçeği
• meslek lisesi öğrencileri
• üniversite kazanma durumu

Kaynakça

1. Acar, B. (2021). Ortaokul öğrencilerinin akademik azimleri ile benlik saygısı ve denetim odağı arasındaki ilişkinin incelenmesi [Yayımlanmamış Yüksek Lisans Tezi]. İnönü Üniversitesi.
2. Akyıldız, S. (2020). The relationship between students’ grit levels and success in Turkish EFL Context [Unpublished Master Thesis]. Çağ University.
3. Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in university students. International Journal of Adolescence and Youth, 25(1), 519–535. https:// doi.org/10.1080/02673843.2019.1679202
4. Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi,7(1), 231-274.
5. Bazelais, P., Lemay, D. J., & Doleck, T. (2016). How does grit impact college students’ academic achievement in science?. European Journal of Science and Mathematics Education, 4(1), 33-43.
6. Beyhan, Ö. (2016). University Students Grit Level And Grit Achievement Relation. Social Sciences and Education Research Review, 3(2), 13-23.
7. Black, K. R. (2014). Grit in college students: Associations with achievement and parental influences [Unpublished Master Thesis]. West Virginia University.
8. Blake, P., Piovesan, M., Montinari N., Warneken, F., & Gino, F. (2015). Prosocial norms in the classroom: The role of self-regulation in following norms of giving. Journal Of Economic Behaviour and Organization, 115, 18–29. https://doi.org/10.1016/j.jebo.2014.10.004

9. Bozgün, K. (2021). İlkokul öğrencilerinin okuma-yazma motivasyonunda sosyalduygusal gelişim, azim ve okulda öznel iyi oluşun rolü [Yayımlanmamış yüksek lisans tezi]. Amasya Üniversitesi.
10. Broghammer, S. M. (2017). Grit as a predictor of academic success for first-time undergraduate students [Unpublished doctoral dissertation]. University of Northern Colorado.
11. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2022). Bilimsel araştırma yöntemleri. Pegem Akademi Yayıncılık.
12. Chang, W. (2014). Grit and academic performance: Is being grittier better? [Unpublished doctoral dissertation]. University of Miami.
13. Clark, K. N., & Malecki, C. K. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of school psychology, 72, 49-66. https://doi.org/10.1016/j. jsp.2018.12.001
14. Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A metaanalytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113(3), 492-511. https://doi.org/10.1037/pspp0000102
15. Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th Ed.). Pearson Education.
16. Cross, T. M. (2014). The gritty: Grit and non-traditional doctoral student success. The Journal of Educators Online, 11(3), 1-30. http://dx.doi.org/10.9743/ jeo.2014.3.4
17. Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. ScienceDirect, 35, 13–21.
18. Dixson, D. D. (2021). Is grit worth the investment? How grit compares to other psychosocial factors in predicting achievement. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 40(7), 3166–3173. https://doi.org/10.1007/s12144-019-00246-5
19. Djamhoer, T. D., Sartika, D., & Nugrahawati, E. N. (2023). Grit Description in High/Vocational School Student of Bandung City. KnE Social Sciences, 8(18), 1131–1138. https://doi.org/10.18502/kss.v8i18.14316
20. Duckworth, A. L., Quinn, P. D., & Seligman, M. E. P. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), 540-547.
21. Duckworth, A.L, & Quinn, P.D. (2009). Development and validation of the Short Grit Scale (GritS). Journal of Personality Assessment, 91, 166-174.
22. Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 9, 1087-1101.
23. Duckworth, A. L. (2016). Grit: The power of passion and perseverance. Penguin Random House.
24. Dumfart, B., & Neubauer, A. C. (2016). Conscientiousness is the most powerful noncognitive predictor of school achievement in adolescents. Journal of Individual Differences, 37, 8–15. https://doi.org/10.1027/1614-0001/ a000182
25. Ekinci, N., Hamarta, E., & Kızılkaya, H. (2021). Analysis of the relationship between the personality traits of university students and their grit levels. African Educational Research Journal, 9(2), 606-612.
26. Ekinci, N., & Hamarta, E. (2020). Meslek yüksekokulu öğrencilerinin azim ile mutluluk düzeylerinin incelenmesi. OPUS International Journal of Society Researches, 15(21), 125-144. https://doi.org/10.26466/ opus.569805
27. Eryiğit, K., & Kılıç, R. (2022). Predictors of Mathematics Achievement in Pandemic: Academic Grit and Technology Attitude. OPUS Journal of Society Research, 19(49), 762-770. https://doi.org/10.26466/ opusjsr.1170924
28. Eskreis Wiknler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5, 1–12. https://doi.org/10.3389/ fpsyg.2014.00036
29. Fernández Martín, F. D., Arco Tirado, J. L., & Hervás Torres, M. (2020). Grit as a predictor and outcome of educational, professional and personal success: A systematic review. Psicología Educativa, 26(2), 163-173. https://doi. org/10.5093/psed2020a11
30. Field, A. (2018). Discovering statistics using IBM SPSS statistics (4th Ed.). SAGE Publications.
31. Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social and emotional learning. American Psychologist, 58, 466-474.
32. Gümüş, B. (2021). Lise öğrencilerinin Covid-19 döneminde stresle başa çıkma düzeyleri ve azimleri arasındaki ilişkinin incelenmesi [Yayınlanmamış yüksek lisans tezi]. Hasan Kalyoncu Üniversitesi.
33. Hagger, M. S., & Hamilton, K. (2018). Grit and Self-Discipline as Predictors of Effort and Academic Attainment. British Journal of Educational Psychology, 89(2), 1-32.
34. Hair, J. F., Black, W. C, Babin, B. J, & Anderson, R. E. (2010). Multivariate Data Analysis. (7th Ed.), Pearson Prentice Hall.
35. Halberda, J., Mazzacco, M., & Fiegenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665-669.
36. Hansen-Morgan, K. M. (2017). Spirituality, Grit, and Graduation: Examining Persistence at a Public University [Unpublished doctoral dissertation]. Ball State University.
37. Hernández Sellés, N., Muñoz Carril, PC. & González Sanmamed, M. (2020). Interaction in computer supported collaborative learning: an analysis of the implementation phase. International Journal ofEducational Technology in Higher Education, 17(23), 1-13. https://doi.org/10.1186/ s41239-020-00202-5
38. Hill, P. L., Burrow, A. L., & Bronk, K. C. (2016). Persevering with positivity and purpose: An examination of purpose commitment and positive affect as predictors of grit. Journal of Happiness Studies, 17(1), 257-269. https:// doi.org/10.1007/s10902-014-9593-5
39. Hwang, M. H., Lim, H. J., & Ha, H. S. (2018). Effects of grit on the academic success of adult female students at Korean Open University. Psychological Reports, 121, 705–725. https://doi.org/10.1177/ 0033294117734834
40. Işıkcı, D. (2022). Lise öğrencilerinin Toplum 5.0 hakkındaki görüşlerinin analitik düşünme ve akademik azim bağlamında incelenmesi [Yayımlanmamış yüksek lisans tezi]. Necmettin Erbakan Üniversitesi.
41. Jiang, W., Xiao, Z., Liu, Y., Guo, K., Jiang, J., & Du, X. (2019). Reciprocal relations between grit and academic achievement: A longitudinal study. Learning and Individual Differences, 71, 13-22. https://doi.org/10.1016/j. lindif.2019.02.004
42. Kannangara C. S., Allen R. E., Waugh G., Nahar N., Khan S. Z. N., Rogerson, S. & Carson, J. (2018) All That Glitters Is Not Grit: Three Studies of Grit in University Students. Frontiers in Psychology., 9(1539), 1-15. https://doi. org/10.3389/fpsyg.2018.01539
43. Kardaş, F., &Yıldız, F. (2021). Ergenlerde akademik öz yeterlik, içsel motivasyon, azim ve psikolojik dayanıklılığın iyi oluş ile ilişkisinin incelenmesi. YYÜ Eğitim Fakültesi Dergisi, 18(1), 1073-1099.
44. Kaynar, M. B., (2021) Üniversite öğrencilerinde yalnızlığı yordamada azim, umut ve minnettarlık düzeylerinin rolü [Yayımlanmamış yüksek lisans tezi]. Hasan Kalyoncu Üniversitesi.
45. Kelly, D. R., Matthews, M. D., & Bartone, P. T. (2014). Grit and hardiness as predictors of performance among West Point cadets. Military Psychology, 26, 327–342. https://doi.org/10.1037/mil00000050
46. Kline, R. B. (2015). Principles and practice of structural equation modeling (4th Ed.). Guilford Press.
47. Kline, R. B. (2011). Principles and practice of structural equation modeling. (3rd Ed.). Guilford Press.
48. Kumar, S., and Rathee, R. (2019). Gender differentiates the account of grit: An empirical study. Research Review International Journal of Multidisciplinary, 4(5), 877-879. https://iq.hse.ru/en/news/196842117.html
49. Kurt Taspinar, H. ve Kulekci, G. (2018). Grit: An Essential Ingredient of Success in the EFL Classroom. International Journal of Languages’ Education and Teaching, 6(3), 208-226.
50. Lam, K. K. L., and Zhou, M. (2022). Grit and academic achievement: A comparative cross-cultural meta-analysis. Journal of Educational Psychology, 114(3), 597–621. https://doi.org/10.1037/edu0000699
51. Lee, S., and Sohn, Y. W. (2017). Effects of grit on academic achievement and career-related attitudes of college students in Korea. Social Behavior and Personality: An International Journal, 45, 1629 –1642. https://doi. org/10.2224/sbp.6400
52. Li, J., Lin, L., Zhao, Y., Chen, J., & Wang, S. (2018). Grittier Chinese adolescents are happier: The mediating role of mindfulness. Personality and Individual Differences, 131, 232–237. https://doi.org/10.1016/j.paid.2018.05.007
53. Mamah, I. M., Ezeudu, F., Eze, J., Nnadi, U., Ezugwu, I., & Christian, S. (2022). Grit as a predictor of secondary school students’ science academic achievement in Enugu state, Nigeria: Implication For Educational Foundations. Webology, 19, 3327-3339.
54. Mcfarlane, S. L. (2018). Assessing the relationship of grit and student achievement in reading and mathematics in second grade students of the Sault Ste. Marie public school district [Unpublished doctoral thesis]. Eastern Michigan University.
55. Oriol, X., Miranda, R., Oyanedel, J. C., & Torres, J. (2017). The role of selfcontrol and grit in domains of school success in students of primary and secondary school. Frontiers in Psychology, 8(1716), 1–9. https://doi.org/ http://dx.doi.org/10.3389/fpsyg.2017.01716
56. Past, F. M., Tamayao, A. I., Vecaldo, R. T., Mamba, M. T., Asuncion, J. E., & Pagulayan, E. S. (2020). Does being gritty mean being college-ready? Investigating the link between grit and college readiness among Filipino K-12 graduates. International Journal of Learning, Teaching and Educational Research, 19, 160-174.
57. Park, S., Kwak, K., & Kim, Y. (2020). Psychological variables related to grit among adolescents in South Korea: A longitudinal study from age 4 to 14. Current Psychology. A Journal for Diverse Perspectives on Diverse Psychological Issues, 39(2), 413–418. https://doi.org/10.1007/s12144- 018-9947-y
58. Porter, M. (2019). The development and validatıon of a vignette-based academic grit scale [Unpublished doctoral dissertation]. The University of Alabama.
59. Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record, 116(3), 1–27. https://doi.org/10.1177/016146811411600306
60. Rogalski, K. (2018). Grit as a predictor of success and persistence for community college students [Unpublished doctoral dissertation]. Northern Illinois University.
61. Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35(1), 83–92. https://doi.org/10.1016/j. intell.2006.05.004
62. Rojas, J. P., & Usher, E. L. (2013). Exploring correlations among creativity, grit, and mathematics achievement in socioeconomically diverse schools. University of Kentucky
63. Rojas, J. P., Reser, J. A., Usher, E. L., & Toland, M. D. (2012). Psychometric properties of the Academic Grit Scale. University of Kentucky.
64. Rusadi, R. M., Sugara, G. S., and Isti’adah, F. N. (2021). Effect of mindfulnessbased cognitive therapy on academic grit among university student. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 42(26), 1-10. https://doi.org/10.1007/s12144-021- 01795-4
65. Sarıçam, H., Çelik, İ. & Oğuz, A. (2016). Kısa Azim (Sebat) Ölçeği’nin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 5(2), 927-935.
66. Schotanus-Dijkstra, M., Pieterse, M., Drossaert, C., & Westerhof, G. J. (2015). What factors are associated with flourishing? Results from a large representative national sample. Journal of Happiness Studies, 17(4), 1351-1370. https://doi.org/10.1007/s10902-015-9647-3
67. Serin, M. S. (2021). Ergenlerde azim: Birey, aile ve çevresel faktörlerin yordayıcılığının incelenmesi [Yayımlanmamış yüksek lisans tezi]. Erzincan Binali Yıldırım Üniversitesi.
68. Shariff, M. I. A. bin, Sulaiman, W. S. W., & Khairudin, R. (2022). Exploring the relationship between grit and flourishing: Are there gender differences?. International Journal of Academic Research in Business and Social Sciences, 12(3), 519–530.
69. Sheldon, K. M., Jose, P. E., Kashdan, T. B., & Jarden, A. (2015). Personality, Effective Goal-Striving, and Enhanced Well-Being: Comparing 10 Candidate Personality Strengths. Personality and Social Psychology Bulletin, 41, 575-585. https://doi.org/10.1177/0146167215573211
70. Siah, Poh Chua, Christina Ong, S. B., Tan, S. M., Sim, C. P., & Thoo, R. Y. (2018). Factors affecting school choice: What do Malaysian Chinese parents want?. Journal of School Choice, 12(1), 34–51. https://doi.org/1 0.1080/15582159.2017.1408001
71. Sigmundsson, H., Guðnason, S., and Johannsd´ottir, S. (2021). Passion, grit and mindset: Exploring gender differences. New Ideas in Psychology, 63(1), 1-5.
72. Sigmundsson, H., Haga, M., and Hermundsdottir, F. (2020). Passion, grit and mindset in young adults: Exploring the relationship and gender differences. New Ideas in Psychology, 59, 1-7.
73. Şam, M., ve Aliyev, R. (2022). Umut ve Azime Dayalı Müdahale Programı’nın ergenlerin öz yeterliklerine etkisi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 24(3), 390-399. https://doi.org/10.17556/erziefd.1003054
74. Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6th Ed.). Pearson Education.
75. Taytaş, M., & Kardaş, F. (2022). Ergenlerde azim, umut ve öz yeterliğin depresyon ile ilişkisi. Okul Psikolojik Danışmanlığı Dergisi, 5(1), 73-106.
76. Temel, N., Temel, S., & Çevik Kansu, C. (2023). Examination of the relationship between academic grit and their academic success fourth grade students in primary school. International Online Journal of Primary Education (IOJPE), 12(1), 42-60. https://doi.org/10.55020/iojpe.1097470
77. Tosun, E. S., & Güven, M. (2023). Azim konusuyla ilgili olarak Türkiye’de yayımlanan makale ve tezler üzerine bir inceleme. The Journal of International Lingual Social and Educational Sciences, 9(1), 1-16. https://doi.org/10.34137/jilses.1363869
78. Tosun, E. S. (2024). Azim psikoeğitim programının ortaokul öğrencilerinin azim düzeylerine etkisi [Yayımlanmamış doktora tezi]. Gazi Universitesi.
79. Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology, 111(5), 877–902. https://doi.org/10.1037/ edu0000324
80. Verbitskaya, L.A., Malykh, S., & Tikhomirova, T. (2017). Cognitive predictors of success in learning Russian in native and non-native speakers at high school age. Procedia – Social and Behavioral Sciences, 237, 1236–1241. https://doi.org/10.1016/j.sbspro.2017.02.195
81. Vogt, W. P., Gardner, D. C., & Haeffele, L. M. (2012). When to use what research design. Guilford Press.
82. Yıldız, F. (2019). Ergenlerde öz-yeterlik, motivasyon, azim ve psikolojik dayanıklılığın iyi oluş ile ilişkisi: Bir model sınaması [Yayımlanmamış yüksek lisans tezi]. Van Yüzüncü Yıl Üniversitesi.
83. Wallace, R. L. (2015). Grit and student performance: A mixed-method analysis of a non-traditional technical high school and a traditional high school [Unpublished doctoral dissertation]. Lindenwood University.
84. Walsh, M. (2020). Online Doctoral Student Grade Point Average, Conscientiousness, and Grit: A Moderation Analysis. Journal of Educators Online, 17(1). 1-12.