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How Grit-S Items Work in Measuring Growth: Focusing on Item Discrimination and Sensitivity to Change

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Title: How Grit-S Items Work in Measuring Growth: Focusing on Item Discrimination and Sensitivity to Change
Language: English
Authors: Lim, Hyo Jin, Lee, Sora (ORCID 0000-0002-2997-5341)
Source: Journal of Psychoeducational Assessment. Apr 2023 41(2):175-193.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Grade 4
Intermediate Grades
Grade 7
Descriptors: Individual Differences, Change, Elementary School Students, Middle School Students, Grade 4, Grade 7, Longitudinal Studies, Resilience (Psychology), Persistence, Measures (Individuals), Models, Validity, Foreign Countries
Geographic Terms: South Korea
DOI: 10.1177/07342829221139344
ISSN: 0734-2829
1557-5144
Abstract: This study investigates how sensitively the current grit measure (Grit-S) is able to reflect the differences between individuals (i.e. item discrimination) and change within individuals (i.e. sensitivity to change of items) using longitudinal data. Data from the Korean Children and Youth Panel Study 2018 of elementary (fourth grade) and middle school (seventh grade) cohorts were analyzed. We compared a series of longitudinal factor models of change with an initial trait and a change in grit represented by latent traits. Results showed that the models hypothesizing two latent traits with respect to the two elements of grit (interest and effort) best fit the data. In the elementary school cohort, sensitivity to change was different from discriminating between-person differences at baseline. Meanwhile, in the middle school cohort, sensitivity to change was identical to discriminating between-person differences at baseline. The items having low discrimination and low sensitivity to change resulted in syntactical complexity and did not accurately reflect the trait that was intended to be measured. Despite the Grit-S being widely used for many years, it is suggested that researchers and educators should administer this measure at taking an individual's change and school-level difference into account.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1371869
Database: ERIC
FullText Text:
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  Data: How Grit-S Items Work in Measuring Growth: Focusing on Item Discrimination and Sensitivity to Change
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  Data: <searchLink fieldCode="AR" term="%22Lim%2C+Hyo+Jin%22">Lim, Hyo Jin</searchLink><br /><searchLink fieldCode="AR" term="%22Lee%2C+Sora%22">Lee, Sora</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2997-5341">0000-0002-2997-5341</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psychoeducational+Assessment%22"><i>Journal of Psychoeducational Assessment</i></searchLink>. Apr 2023 41(2):175-193.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 19
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Change%22">Change</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Persistence%22">Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
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  Data: 10.1177/07342829221139344
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  Data: 0734-2829<br />1557-5144
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigates how sensitively the current grit measure (Grit-S) is able to reflect the differences between individuals (i.e. item discrimination) and change within individuals (i.e. sensitivity to change of items) using longitudinal data. Data from the Korean Children and Youth Panel Study 2018 of elementary (fourth grade) and middle school (seventh grade) cohorts were analyzed. We compared a series of longitudinal factor models of change with an initial trait and a change in grit represented by latent traits. Results showed that the models hypothesizing two latent traits with respect to the two elements of grit (interest and effort) best fit the data. In the elementary school cohort, sensitivity to change was different from discriminating between-person differences at baseline. Meanwhile, in the middle school cohort, sensitivity to change was identical to discriminating between-person differences at baseline. The items having low discrimination and low sensitivity to change resulted in syntactical complexity and did not accurately reflect the trait that was intended to be measured. Despite the Grit-S being widely used for many years, it is suggested that researchers and educators should administer this measure at taking an individual's change and school-level difference into account.
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  Label: Abstractor
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  Label: Entry Date
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  Data: 2023
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  Label: Accession Number
  Group: ID
  Data: EJ1371869
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      – Type: doi
        Value: 10.1177/07342829221139344
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 175
    Subjects:
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Change
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Persistence
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Validity
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: South Korea
        Type: general
    Titles:
      – TitleFull: How Grit-S Items Work in Measuring Growth: Focusing on Item Discrimination and Sensitivity to Change
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            NameFull: Lim, Hyo Jin
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            NameFull: Lee, Sora
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              Value: 41
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            – TitleFull: Journal of Psychoeducational Assessment
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