Grit, Positive Youth Development, and School Engagement among Filipino Adolescents
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| Title: | Grit, Positive Youth Development, and School Engagement among Filipino Adolescents |
|---|---|
| Language: | English |
| Authors: | Jet Uy Buenconsejo (ORCID |
| Source: | European Journal of Psychology of Education. 2025 40(4). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Learner Engagement, Student Attitudes, Student Characteristics, Psychological Patterns, Secondary School Students, Foreign Countries, Adolescent Development |
| Geographic Terms: | Philippines |
| DOI: | 10.1007/s10212-025-01038-1 |
| ISSN: | 0256-2928 1878-5174 |
| Abstract: | Educational researchers have noted the importance of identifying non-cognitive traits that may bolster student engagement. The triarchic model of grit (TMG), defined as one's disposition to exhibit perseverance of effort, consistency of interests, and adaptability to situations when pursuing long-term aspirations, is one of the non-cognitive traits linked to engagement. However, there is limited evidence on the psychological mechanisms that facilitate these links. This study examined whether the TMG's dimensions will have indirect relations on school engagement domains via the 5Cs dimensions of positive youth development (competence, confidence, connection, character, and caring), while controlling for the influence of gender, age, perceived socioeconomic status, and school type. Data were obtained from 2,283 Filipino secondary school students (M[subscript age] = 17.59; SD[subscript age] = 1.54; Females = 59.88%). Structural equation modeling revealed distinct patterns among the dimensions of grit, PYD, and school engagement. Specifically, whereas the associations between grit facets and "behavioral engagement" were explained by "efficacy-related Cs" (competence and confidence), the relations between grit dimensions as well as "emotional and cognitive engagements" were explained by "socio-emotional Cs" (connection and character). The results further highlight the beneficial impacts of perseverance and adaptability over consistency in increasing school engagement dimensions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496627 |
| Database: | ERIC |
| Abstract: | Educational researchers have noted the importance of identifying non-cognitive traits that may bolster student engagement. The triarchic model of grit (TMG), defined as one's disposition to exhibit perseverance of effort, consistency of interests, and adaptability to situations when pursuing long-term aspirations, is one of the non-cognitive traits linked to engagement. However, there is limited evidence on the psychological mechanisms that facilitate these links. This study examined whether the TMG's dimensions will have indirect relations on school engagement domains via the 5Cs dimensions of positive youth development (competence, confidence, connection, character, and caring), while controlling for the influence of gender, age, perceived socioeconomic status, and school type. Data were obtained from 2,283 Filipino secondary school students (M[subscript age] = 17.59; SD[subscript age] = 1.54; Females = 59.88%). Structural equation modeling revealed distinct patterns among the dimensions of grit, PYD, and school engagement. Specifically, whereas the associations between grit facets and "behavioral engagement" were explained by "efficacy-related Cs" (competence and confidence), the relations between grit dimensions as well as "emotional and cognitive engagements" were explained by "socio-emotional Cs" (connection and character). The results further highlight the beneficial impacts of perseverance and adaptability over consistency in increasing school engagement dimensions. |
|---|---|
| ISSN: | 0256-2928 1878-5174 |
| DOI: | 10.1007/s10212-025-01038-1 |
