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Psychometric Validity of the Triarchic Model of Grit Scale among High School Students in Hong Kong

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Title: Psychometric Validity of the Triarchic Model of Grit Scale among High School Students in Hong Kong
Language: English
Authors: Datu, Jesus Alfonso D. (ORCID 0000-0002-2266-5412), Fong, Ricci Wai Tsz, Buenconsejo, Jet U., Shek, Cheuk Ying Cherry
Source: Psychology in the Schools. 2023 60(12):5115-5123.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Psychometrics, Test Validity, Foreign Countries, Resilience (Psychology), Persistence, Individual Characteristics, Secondary School Students, Student Attitudes, Measures (Individuals)
Geographic Terms: Hong Kong
DOI: 10.1002/pits.23022
ISSN: 0033-3085
1520-6807
Abstract: Research has shown that the triarchic model of grit scale (TMGS)--a measure that assesses tendency to show perseverance, passion, and adaptability for long-term goals--has been valid in different contexts such as the Philippines, Japan, Poland, mainland China, and the United States. However, there is limited research on the validity of this scale in Hong Kong. Against this backdrop, this research examined the structural, convergent, and criterion-related of the TMGS among secondary school students in Hong Kong. A total of 298 secondary school students in Hong Kong participated in this study. Confirmatory factor analysis (CFA) was used to evaluate the structural validity of the three-factor model of grit. Correlational analysis was conducted between grit's dimensions and school satisfaction to assess the criterion-related validity of this scale. CFA showed that the scores from the three-factor model of grit underpinned by "perseverance of effort, consistency of interests," and "adaptability to situations" were valid and reliable. There was mixed evidence on the convergent validity of the scale based on the subscales' composite reliability (CR) estimates. Whereas "perseverance of effort" and "adaptability to situations" were positively correlated to school satisfaction, "consistency of interests" was negatively linked to the said criterion variable. This research demonstrates the potential applicability of the TMGS in Hong Kong.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1399629
Database: ERIC
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  Value: <anid>AN0173485974;pis01dec.23;2023Nov10.04:13;v2.2.500</anid> <title id="AN0173485974-1">Psychometric validity of the triarchic model of grit scale among high school students in Hong Kong </title> <p>Research has shown that the triarchic model of grit scale (TMGS)—a measure that assesses tendency to show perseverance, passion, and adaptability for long‐term goals—has been valid in different contexts such as the Philippines, Japan, Poland, mainland China, and the United States. However, there is limited research on the validity of this scale in Hong Kong. Against this backdrop, this research examined the structural, convergent, and criterion‐related of the TMGS among secondary school students in Hong Kong. A total of 298 secondary school students in Hong Kong participated in this study. Confirmatory factor analysis (CFA) was used to evaluate the structural validity of the three‐factor model of grit. Correlational analysis was conducted between grit's dimensions and school satisfaction to assess the criterion‐related validity of this scale. CFA showed that the scores from the three‐factor model of grit underpinned by perseverance of effort, consistency of interests, and adaptability to situations were valid and reliable. There was mixed evidence on the convergent validity of the scale based on the subscales' composite reliability (CR) estimates. Whereas perseverance of effort and adaptability to situations were positively correlated to school satisfaction, consistency of interests was negatively linked to the said criterion variable. This research demonstrates the potential applicability of the TMGS in Hong Kong.</p> <p>Practitioner points: The three‐factor model of grit—characterized by perseverance of effort, consistency of interests, and adaptability to situations—was valid in high school students in Hong Kong.Students with greater perseverance of effort and adaptability to situations are likely to have greater school satisfaction.Students with higher consistency of interests are likely to have lower school satisfaction.</p> <p>Keywords: grit; Hong Kong secondary school students; positive psychology; school satisfaction; well‐being</p> <p>High school students typically experience a wide range of academic, career‐related, and personal issues that may prevent them from realizing their fullest potential. It is therefore critical to identify and assess specific psychological resources that can facilitate high school students' capacity to effectively cope with various challenges. This research examines the importance of effectively assessing grit in high school students in Hong Kong.</p> <p>Grit encompasses an individuals' tendencies to show passion and perseverance to long‐term goals with two key dimensions namely <emph>perseverance of effort</emph> and <emph>consistency of interest</emph> (Duckworth et al., [<reflink idref="bib13" id="ref1">13</reflink>]). While <emph>perseverance</emph> refers to the capability to persist in pursuing temporally remote goals even after facing hardships and failures, <emph>consistency</emph> pertains to sustained interest in pursuit of long‐term ambitions. Studies have shown that grit was positively correlated with academic achievement in mainland China (Li et al., [<reflink idref="bib19" id="ref2">19</reflink>]), academic engagement in high school students in the Philippines (Datu et al., [<reflink idref="bib4" id="ref3">4</reflink>]), and life satisfaction among undergraduate students in the US (Renshaw & Bolognino, [<reflink idref="bib23" id="ref4">23</reflink>]).</p> <p>Recent literature has identified several limitations in the two‐factor model of grit (Credé et al., [<reflink idref="bib1" id="ref5">1</reflink>]; Disabato et al., [<reflink idref="bib11" id="ref6">11</reflink>]). In terms of measurement, a study testing the structure of grit across seven regions, reported poor reliability coefficients of the <emph>consistency</emph> subscale in collectivist settings (Disabato et al., [<reflink idref="bib11" id="ref7">11</reflink>]). Moreover, issues regarding theoretical validity has been raised given that <emph>perseverance of effort</emph> emerged as the only dimension of grit that was robustly linked to various performance outcomes (Credé et al., [<reflink idref="bib1" id="ref8">1</reflink>]). Given these criticisms regarding the original two‐factor model, there is a need to explore alternative models that might capture individual differences in grit in non‐Western contexts.</p> <p>To address existing such conceptual and psychometric issues on grit, Datu et al. ([<reflink idref="bib6" id="ref9">6</reflink>]) developed the triarchic model of grit (TMG), which expanded the current model of grit through adding the dimension of <emph>adaptability to situations</emph>. <emph>Adaptability</emph> refers to an individual's capability to efficiently adjust goals and pathways with life's ever‐changing situation depending on social, situational and contextual factors. Unlike in western countries that incentivizes maintaining an independent self and pursuing personal goals (Markus & Kitayama, [<reflink idref="bib20" id="ref10">20</reflink>]), people in collectivist contexts tend to embrace a "context‐sensitive self", which emphasizes the need to fulfil others' expectations and social demands (Suh, [<reflink idref="bib26" id="ref11">26</reflink>]).</p> <p>Research has explored the associations of TMG's dimensions with well‐being. <emph>Perseverance</emph> and <emph>adaptability</emph> have been found to positively predict psychological flourishing in employees (Datu & Zhang, [<reflink idref="bib9" id="ref12">9</reflink>]) and life satisfaction among high school students (Datu & Zhang, [<reflink idref="bib9" id="ref13">9</reflink>]). In a cross‐cultural study in Filipino, Japanese and Polish undergraduate students, <emph>perseverance</emph> has been positively correlated with flourishing—a construct that encompasses one's perception of social‐psychological prosperity and psychological well‐being (Diener et al., [<reflink idref="bib10" id="ref14">10</reflink>])—in Japanese undergraduate students while <emph>adaptability</emph> was related to flourishing among students in all these settings (Datu & Zhang, [<reflink idref="bib9" id="ref15">9</reflink>]). These studies did not demonstrate significant associations between <emph>consistency</emph> and well‐being outcomes (Datu & Zhang, [<reflink idref="bib9" id="ref16">9</reflink>]).</p> <p>To provide evidence supporting the psychometric validity of the TMGS in collectivist contexts, prior studies were conducted to assess the psychometric properties of this scale in Japan, the Philippines and mainland China. Results demonstrated that the scores from three‐factor model of grit were valid and reliable among undergraduate (Datu & Zhang, [<reflink idref="bib9" id="ref17">9</reflink>]; Datu et al., [<reflink idref="bib6" id="ref18">6</reflink>]) and high school students (Datu et al., [<reflink idref="bib7" id="ref19">7</reflink>]) in the Philippines and Chinese societies such as Hong Kong and mainland China, undergraduate students in Japan (Datu & Zhang, [<reflink idref="bib9" id="ref20">9</reflink>]), and technical‐vocational students in China (Datu & Zhang, [<reflink idref="bib9" id="ref21">9</reflink>]).</p> <p>There are specific reasons supporting the need to explore the role of TMG in Hong Kong. As achieving academic excellence is a highly valued goal in this cultural context, identifying psychological factors that promote successful learning is an essential scholarly direction. Although previous research (Datu, Yang, et al., [<reflink idref="bib5" id="ref22">5</reflink>]) has demonstrated that three‐factor model of grit—with <emph>perseverance, consistency</emph>, and <emph>adaptability</emph>—was generalizable in high school students in Hong Kong, its small sample size (<emph>n</emph> = 101) and focus on the associations of grit to academic engagement serve as salient limitations to explore the structural and external validity of TMG scale. Importantly, we do not know of any research that explored the associations of TMG with school satisfaction in Chinese contexts. It is likely that both <emph>perseverance</emph> and <emph>adaptability</emph> may be positively correlated with school satisfaction given that past studies indicate that both dimensions are linked to domain‐general life satisfaction in high school students (Datu et al., [<reflink idref="bib7" id="ref23">7</reflink>], Datu, McInerney, et al., [<reflink idref="bib3" id="ref24">3</reflink>]). Further, given that research (OECD, [<reflink idref="bib21" id="ref25">21</reflink>]) has shown that students in Hong Kong were less satisfied with their lives compared to students from other OECD countries, it is necessary to pinpoint dispositional factors that might relate to higher well‐being.</p> <p>Given the scarce research on the validity of the TMGS in Hong Kong, this study explores the psychometric validity and reliability of this scale in Hong Kong secondary school students. To generate evidence on the criterion‐related validity of the TMGS, this research assessed the associations of TMG's dimensions with students' life satisfaction, which refers to students' subjective appraisal of the overall quality of their school life (Seligson et al., [<reflink idref="bib25" id="ref26">25</reflink>]). It is likely that grit's dimensions may relate to students' life satisfaction as prior studies have shown that specific domains of grit had positive correlations with well‐being outcomes (Disabato et al., [<reflink idref="bib11" id="ref27">11</reflink>]; Renshaw & Bolognino, [<reflink idref="bib23" id="ref28">23</reflink>]).</p> <hd id="AN0173485974-2">METHODS</hd> <p></p> <hd id="AN0173485974-3">Participants and procedures</hd> <p>There were 298 Hong Kong secondary school students (<emph>M</emph><subs><emph>age</emph></subs> = 13.44, <emph>SD</emph><subs><emph>age</emph></subs> = 0.96; <emph>n</emph><subs>boy</subs> = 161, <emph>n</emph><subs>girl</subs> = 136, <emph>n</emph><subs>unreported</subs> = 1) who participated in this study. Participants were recruited via inviting members of an organization for talented students in Hong Kong via a convenience sampling approach. Students could qualify for the membership in this organization if they were identified as gifted and talented students based on their performance in academic and nonacademic domains. The Human Research Ethics Committee of the Education University of Hong Kong approved the ethical review application before data collection. Consent forms were distributed to the participants and their parents before the actual survey administration. On the average, students' survey completion took around 15 min.</p> <hd id="AN0173485974-4">Measures</hd> <p></p> <hd id="AN0173485974-5">Triarchic model of grit</hd> <p>The 10‐item Chinese version of TMGS (Datu et al., [<reflink idref="bib6" id="ref29">6</reflink>]) was used to measure the participants' passion, perseverance, and adaptability for long‐term goals. Items were rated on a 5‐point likert scale (1 = <emph>not like me at all</emph>; 5 = <emph>very much like me</emph>). Items in the <emph>consistency</emph> subscale were reverse scored. Higher scores suggest higher levels of a specific TMG dimension. The Cronbach's alpha coefficients of the <emph>perseverance, consistency</emph>, and <emph>adaptability</emph> subscales in this investigation were.73,.67, and.74.</p> <hd id="AN0173485974-6">Students' life satisfaction</hd> <p>The 5‐item Chinese version of Brief Multidimensional Student Life Satisfaction Scale (Seligson et al., [<reflink idref="bib25" id="ref30">25</reflink>]) to assess the participants' life satisfaction in the school context. Items were marked on a 5‐point likert scale (1 = <emph>very dissatisfied</emph>; 5 = <emph>very satisfied</emph>). The Cronbach's alpha coefficient of this scale in this study was.82.</p> <hd id="AN0173485974-7">Data analysis</hd> <p>Descriptive statistics such as mean, standard deviation, skewness, and kurtoses were computed. Confirmatory factor analysis (CFA) was carried out using lavaan package (Rosseel, [<reflink idref="bib24" id="ref31">24</reflink>]) in R (R Core Team, [<reflink idref="bib22" id="ref32">22</reflink>]) with robust maximum likelihood estimation, robust standard errors, and a Satorra‐Bentler scaled chi‐square test statistic (<emph>SB χ</emph><sups>2</sups>) to assess whether the hypothesized three‐factor model of grit with <emph>consistency of interests, perseverance of effort</emph>, and <emph>adaptability to situations</emph>. We also tested a single‐factor model of grit in which all items were subsumed under a general grit latent factor and a bi‐factor model of grit in which each item was simultaneously defined by its respective domain (i.e., <emph>perseverance, consistency</emph>, or <emph>adaptability</emph>) and a general grit construct. In judging the fit of the hypothesized and alternative measurement models, we referred to the recommended range of cut‐off values of Hair et al. ([<reflink idref="bib16" id="ref33">16</reflink>]): (a) comparative fit index (CFI) and Tucker‐Lewis index (TLI) higher than 0.90; and (b) root mean square error of approximation (RMSEA) and standardized root mean square residual (SRMR) lower than 0.08. Convergent validity was examined via calculating the average variance extracted (AVE) and composite reliability (CR). Pearson‐r correlational coefficients were computed to generate an estimate on how each TMG dimension relates to the criterion variable (i.e., students' life satisfaction).</p> <hd id="AN0173485974-8">RESULTS</hd> <p>The item' skewness (−0.60 to 0.51) and kurtosis (−0.60 to 0.30) values suggest that the assumption for univariate normality was adequately satisfied since skewness and kurtosis values did not exceed 2 and 7 (Finney & DiStefano, [<reflink idref="bib15" id="ref34">15</reflink>]). CFA via robust maximum likelihood estimation showed that the hypothesized correlated three‐factor model of grit with <emph>perseverance, consistency</emph>, and <emph>adaptability</emph> as key dimensions had an acceptable fit: <emph>SB χ</emph><sups><emph>2</emph></sups> = 75.94 (<reflink idref="bib32" id="ref35">32</reflink>), <emph>p</emph> < .001; CFI = 0.93; TLI = 0.91; RMSEA = 0.075, 90% confidence interval (CI) = [0.054, 0.097]; SRMR = 0.07; AIC = 7150.56; BIC = 7272.56). These findings indicate that the model has an acceptable fit (see Figure 1) based on the recommended cut‐off values in previous research (Hair et al., [<reflink idref="bib16" id="ref36">16</reflink>]). Whereas <emph>consistency</emph> had positive inter‐factorial latent correlation with <emph>adaptability</emph>, <emph>perseverance</emph> had negative inter‐factorial association with both <emph>consistency</emph>, and <emph>adaptability</emph>. All the items significantly loaded onto their hypothesized latent constructs at <emph>p</emph> < .001. The standardized regression weights between each item and its corresponding latent construct (e.g., <emph>perseverance</emph> and <emph>adaptability</emph>) ranged from 0.40 to 0.97. However, the single‐factor model of grit had poor fit <emph>SB χ</emph><sups>2</sups> = 340.264 (<reflink idref="bib35" id="ref37">35</reflink>), <emph>p</emph> < .001; CFI = 0.525; TLI = 0.390; RMSEA = 0.191, 90% CI = [0.173, 0.210]; SRMR = 0.148; AIC = 7475.817; BIC = 7586.730. Further, the bifactor model of grit via robust maximum likelihood, robust standard errors, and Satorra‐Bentler scaled Chi‐square test statistic, failed to converge. Thus, the hypothesized three‐factor model of grit was adopted as the final measurement model.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/PIS/01dec23/pits23022-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="pits23022-fig-0001.jpg" title="1 Three‐factor model of grit with interrelated latent factors." /> </p> <p></p> <p>To provide evidence regarding the convergent validity of the TMGS, the CR and AVE of each dimension were calculated. In evaluating these estimates, we relied on the recommended criteria of Hair et al. ([<reflink idref="bib16" id="ref38">16</reflink>]) such: (a) CR higher than 0.70; and (b) AVE higher than 0.50. Results showed that only the <emph>perseverance</emph> dimension had acceptable CR and AVE values. There was mixed evidence on the convergent validity of the <emph>adaptability</emph> dimension as only the CR had an acceptable value. However, the CR and AVE estimates of the <emph>consistency</emph> dimension were below the acceptable range of values. The actual CR and AVE values are reported in Table 1. The Cronbach's alpha coefficients of the <emph>perseverance, consistency</emph>, and <emph>adaptability</emph> subscales in this investigation were.73,.67, and.74.</p> <p>1 Table Composite reliability (CR) and average variance explained (AVE) estimates of the TMGS.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th /><th align="left">CR</th><th align="left">AVE</th></tr></thead><tbody valign="top"><tr><td align="left">1. Perseverance of effort</td><td align="left">0.75</td><td align="left">0.53</td></tr><tr><td align="left">2. Consistency of interests</td><td align="left">0.67</td><td align="left">0.41</td></tr><tr><td align="left">3. Adaptability to situations</td><td align="left">0.74</td><td align="left">0.42</td></tr></tbody></table> </ephtml> </p> <p>To generate evidence about the <emph>between‐network construct validity</emph> of the TMGS, Pearson‐r correlational coefficients were calculated using the SPSS 23v. Results showed that both <emph>perseverance</emph> and <emph>adaptability</emph> were positively correlated with students' life satisfaction. However, <emph>consistency</emph> was negatively correlated to this said criterion variable (see Table 2). This means that <emph>consistency</emph> was associated with lower levels of students' life satisfaction.</p> <p>2 Table Descriptive statistics and correlational coefficients between triarchic model of grit dimensions and school satisfaction.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th /><th align="left"><italic>α</italic></th><th align="left"><italic>M</italic></th><th align="left"><italic>SD</italic></th><th align="left">1</th><th align="left">2</th><th align="left">3</th><th>4</th></tr></thead><tbody valign="top"><tr><td>1. Perseverance of effort</td><td>.73</td><td>3.27</td><td>0.77</td><td align="left">–</td><td /><td /><td /></tr><tr><td>2. Consistency of interests</td><td>.67</td><td>2.91</td><td>0.77</td><td align="char" char=".">−.32***</td><td align="left">–</td><td /><td /></tr><tr><td>3. Adaptability to situations</td><td>.74</td><td>3.72</td><td>0.61</td><td align="char" char=".">.31***</td><td>−.15**</td><td align="left">–</td><td /></tr><tr><td>4. Students' life satisfaction</td><td>.82</td><td>3.75</td><td>0.62</td><td align="char" char=".">.32***</td><td>−.28***</td><td>.25***</td><td>–</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note</emph>: **<emph>p</emph> < .01, *** <emph>p</emph> < .001.</p> <hd id="AN0173485974-10">DISCUSSION</hd> <p>The TMGS (Datu et al., [<reflink idref="bib6" id="ref39">6</reflink>]) has been constructed to assess individual differences in passion, perseverance, and adaptability for long‐term goals especially in non‐Western societies. Although there is evidence supporting its applicability among student samples in the Philippines (Datu et al., [<reflink idref="bib7" id="ref40">7</reflink>]), Japan (Datu, McInerney, et al., [<reflink idref="bib3" id="ref41">3</reflink>]), and mainland China (Datu & Zhang, [<reflink idref="bib9" id="ref42">9</reflink>]), there is limited research on how the validity of this scale in other collectivist societies. It is important to examine the validity in of the TMGS in other interdependent societies given finer socio‐contextual differences inherent in these contexts (see Hofstede et al., [<reflink idref="bib18" id="ref43">18</reflink>]). This research contributes to existing literature through generating evidence on the psychometric validity and reliability of TMGS in Hong Kong, specifically among academically talented high school students. Compared to the Philippines, Japan, and mainland China, Hong Kong is more restrained in gratifying one's desires and places less emphasis on leisure activities (Hofstede et al., [<reflink idref="bib18" id="ref44">18</reflink>]). Such atmosphere is reflected on Hong Kong students' higher than average scores on reading, mathematics, and science but lower levels of life satisfaction (OECD, [<reflink idref="bib21" id="ref45">21</reflink>]).</p> <p>The findings on the applicability of the hypothesized three‐factor model of grit underpinned by <emph>perseverance of effort, consistency of interests</emph>, and <emph>adaptability to situations</emph> as its domains corroborate findings in other collectivist contexts like the Philippines (Datu et al., [<reflink idref="bib6" id="ref46">6</reflink>], [<reflink idref="bib7" id="ref47">7</reflink>]) and Japan (Datu, McInerney, et al., [<reflink idref="bib3" id="ref48">3</reflink>]). The moderate reliability coefficients of selected dimensions (i.e., <emph>perseverance</emph> and <emph>adaptability</emph>) also confirmed previous studies, which demonstrated comparable internal consistency estimates of such grit's dimensions (Datu et al., [<reflink idref="bib6" id="ref49">6</reflink>], [<reflink idref="bib7" id="ref50">7</reflink>]; Disabato et al., [<reflink idref="bib11" id="ref51">11</reflink>]). This research also indirectly supports extant literature (Credé et al., [<reflink idref="bib1" id="ref52">1</reflink>]; Datu et al., [<reflink idref="bib4" id="ref53">4</reflink>]; Disabato et al., [<reflink idref="bib11" id="ref54">11</reflink>]) regarding the importance of <emph>perseverance</emph> in conceptualizing individual differences in grit. Taken together, these results suggests that <emph>perseverance</emph> and <emph>adaptability</emph> serve as beneficial dimensions of grit among adolescents in a collectivist cultural context. However, as adaptability generated mixed results on its CR and AVE values, future studies are necessary to examine its convergent validity within collectivistic settings.</p> <p>Further, the low Cronbach's alpha coefficient and poor convergent validity estimates of the <emph>consistency</emph> dimension resonate with past research on the problematic reliability and conceptual utility of this grit's facet in collectivist societies (Datu et al., [<reflink idref="bib7" id="ref55">7</reflink>]; Disabato et al., [<reflink idref="bib11" id="ref56">11</reflink>]). These results reinforce prior studies (Credé et al., [<reflink idref="bib1" id="ref57">1</reflink>]; Datu & Zhang, [<reflink idref="bib9" id="ref58">9</reflink>]) on the heuristic value of <emph>consistency</emph> when conceptualizing disposition to achieve temporally remote ambitions amidst adversities and challenges in life. Indeed, compared to other developmental contexts, countries with more collectivistic cultures (i.e., Latin America and South Asia) showed less favorable results on the psychometric properties of the consistency domain (Disabato et al., [<reflink idref="bib11" id="ref59">11</reflink>]). Future research is needed to improve the assessment of this grit's dimension and its distinct nomological network particularly in collectivistic settings.</p> <p>This study demonstrates that <emph>perseverance</emph> and <emph>adaptability</emph> were linked to higher perceived school satisfaction, which are in line previous findings on how these dimensions of grit relate to well‐being outcomes (Datu & Fong, [<reflink idref="bib2" id="ref60">2</reflink>]; Datu & Zhang, [<reflink idref="bib9" id="ref61">9</reflink>]; Datu, McInerney, et al., [<reflink idref="bib3" id="ref62">3</reflink>]). It is possible that these dimensions of grit might be correlated with optimal psychological functioning in school as existing literature (Hill & Jackson, [<reflink idref="bib17" id="ref63">17</reflink>]) has shown that individuals who are self‐disciplined, regulated, and diligent tend to invest in opportunities that promote success in specific domains of life. The results of this study suggest that high school students who are more persistent and flexible in achieving long‐term goals are more likely to experience higher levels of satisfaction with their educational experience. Past investigations linking grit with students' life satisfaction found that such association was mediated by meaning in life (Djaling & Purba, [<reflink idref="bib12" id="ref64">12</reflink>]) hope (Ekinci & Koç, [<reflink idref="bib14" id="ref65">14</reflink>]), and career development self‐efficacy (Datu et al., [<reflink idref="bib8" id="ref66">8</reflink>]). As an important psychological trait, grit allows individuals to maintain optimal mental health outcomes and sustained enthusiasm amid challenges and difficulties to achieve prospective goals in life (Vainio & Daukantaitė, [<reflink idref="bib27" id="ref67">27</reflink>]).</p> <p>However, the results also showed negative correlations between consistency and students' life satisfaction, suggesting that maintaining interest or sticking to a particular activity for a long period of time may be associated with lower levels of contentment with life. It has been argued that the consistency domain of grit may be measuring the lack of novelty‐seeking or even rigidity to specific activities (Disabato et al., [<reflink idref="bib11" id="ref68">11</reflink>]). Considering that adolescence (i.e., high school years) is a period of exploration where young people typically obtain information and delve into various identities, beliefs, relationships, and future goals and ambitions, sticking to one activity or one interest year after year may not be the best route to achieving optimal well‐being. Nonetheless, considering that research has linked both <emph>perseverance</emph> and <emph>adaptability</emph> to adaptive academic motivational orientation and engagement (Datu et al., [<reflink idref="bib7" id="ref69">7</reflink>]), it is not surprising that these grit's dimensions may potentially relate to academic success. This study originally contributed to the existing grit literature by showing how TMG's dimensions relate to domain‐specific measure of life satisfaction in school context.</p> <p>Nonetheless, our study has limitations. As this study used cross‐sectional design, the findings may be prone to common method variance. This limitation can be addressed through conducting longitudinal designs to examine the applicability of TMGS in the Hong Kong context. Since this research relied on self‐reported measures of grit and school satisfaction, it increases the likelihood of social desirability bias. Future research can address this through using alternative approaches to measure grit. As this investigation only focused on a single criterion variable in examining the between‐network construct validity of grit, future research can assess the extent to which grit might correlate with other related criterion variables such as achievement emotions, flourishing, and academic motivation. Given that we did not examine the extent to which grit's dimensions might predict additional variance in well‐being and performance outcomes when controlling for theoretically related constructs such as conscientiousness and self‐control, this research may not contribute to existing discourse regarding the incremental validity of grit above and beyond the effects of other meaningful predictors of academic success and well‐being. Future studies can address this shortcoming through exploring the unique predictive effects of TMG's dimensions on domain‐specific psychological outcomes. Researchers may also explore the gender differences as well as the interaction between grit in gender in predicting optimal well‐being outcomes. Further, as we recruited high‐ability students in this study, findings may not be generalizable to high school students with average academic and nonacademic abilities.</p> <p>In general, this research complements prior studies on the association of the TMG dimensions with domain‐general life satisfaction and emotional well‐being (Datu & Zhang, [<reflink idref="bib9" id="ref70">9</reflink>]; Datu et al., [<reflink idref="bib7" id="ref71">7</reflink>]). Given the positive associations of <emph>perseverance</emph> and <emph>adaptability</emph> with school satisfaction, school psychologists and counselors may consider investigating further the longitudinal payoffs of these grit's dimensions in students' well‐being outcomes. Practitioners may also consider implementing school activities that involve handling challenges and difficulties (i.e., perseverance) as well as developing flexibility to environmental demands (i.e., adaptability) to increase high school students' psychological well‐being as they target long‐term goals in life. However, the mixed evidence on the convergent validity of the TMGS and poor reliability estimate of the <emph>consistency</emph> dimension underscores the importance of strengthening initiatives to rigorously measure noncognitive abilities such as grit among children and adolescents. Future researchers may consider refining the existing items of the <emph>consistency of interest</emph> subscale so that it can precisely capture individuals' inclinations to stick to broad aspirations over time. Indeed, future investigations are needed to explore methodologically rigorous approaches to assess grit among young children and adolescents in diverse cultural contexts.</p> <hd id="AN0173485974-11">CONFLICT OF INTEREST STATEMENT</hd> <p>The authors declare no conflicts of interests.</p> <hd id="AN0173485974-12">DATA AVAILABILITY STATEMENT</hd> <p>Data will be available upon request to the corresponding author.</p> <hd id="AN0173485974-13">ETHICS STATEMENT</hd> <p>All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Informed consent was obtained from all individual participants included in the study.</p> <ref id="AN0173485974-14"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref5" type="bt">1</bibl> <bibtext> Credé, M., Tynan, M. C., & Harms, P. D. (2017). 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  Data: Psychometric Validity of the Triarchic Model of Grit Scale among High School Students in Hong Kong
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  Data: <searchLink fieldCode="AR" term="%22Datu%2C+Jesus+Alfonso+D%2E%22">Datu, Jesus Alfonso D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2266-5412">0000-0002-2266-5412</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fong%2C+Ricci+Wai+Tsz%22">Fong, Ricci Wai Tsz</searchLink><br /><searchLink fieldCode="AR" term="%22Buenconsejo%2C+Jet+U%2E%22">Buenconsejo, Jet U.</searchLink><br /><searchLink fieldCode="AR" term="%22Shek%2C+Cheuk+Ying+Cherry%22">Shek, Cheuk Ying Cherry</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2023 60(12):5115-5123.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 9
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  Label: Publication Date
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</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="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/pits.23022
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  Group: ISSN
  Data: 0033-3085<br />1520-6807
– Name: Abstract
  Label: Abstract
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  Data: Research has shown that the triarchic model of grit scale (TMGS)--a measure that assesses tendency to show perseverance, passion, and adaptability for long-term goals--has been valid in different contexts such as the Philippines, Japan, Poland, mainland China, and the United States. However, there is limited research on the validity of this scale in Hong Kong. Against this backdrop, this research examined the structural, convergent, and criterion-related of the TMGS among secondary school students in Hong Kong. A total of 298 secondary school students in Hong Kong participated in this study. Confirmatory factor analysis (CFA) was used to evaluate the structural validity of the three-factor model of grit. Correlational analysis was conducted between grit's dimensions and school satisfaction to assess the criterion-related validity of this scale. CFA showed that the scores from the three-factor model of grit underpinned by "perseverance of effort, consistency of interests," and "adaptability to situations" were valid and reliable. There was mixed evidence on the convergent validity of the scale based on the subscales' composite reliability (CR) estimates. Whereas "perseverance of effort" and "adaptability to situations" were positively correlated to school satisfaction, "consistency of interests" was negatively linked to the said criterion variable. This research demonstrates the potential applicability of the TMGS in Hong Kong.
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        PageCount: 9
        StartPage: 5115
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      – SubjectFull: Psychometrics
        Type: general
      – SubjectFull: Test Validity
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Hong Kong
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