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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 0000-0003-3777-8601), Jesus Alfonso Daep Datu (ORCID 0000-0002-8790-1113), Duo Phil Liu (ORCID 0000-0002-2352-2616)
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
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  Data: Grit, Positive Youth Development, and School Engagement among Filipino Adolescents
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  Data: <searchLink fieldCode="AR" term="%22Jet+Uy+Buenconsejo%22">Jet Uy Buenconsejo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3777-8601">0000-0003-3777-8601</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jesus+Alfonso+Daep+Datu%22">Jesus Alfonso Daep Datu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8790-1113">0000-0002-8790-1113</externalLink>)<br /><searchLink fieldCode="AR" term="%22Duo+Phil+Liu%22">Duo Phil Liu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2352-2616">0000-0002-2352-2616</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. 2025 40(4).
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  Data: 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/
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  Data: 27
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 10.1007/s10212-025-01038-1
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  Data: 0256-2928<br />1878-5174
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  Data: 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.
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  Data: 2026
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        Value: 10.1007/s10212-025-01038-1
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      – Text: English
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        PageCount: 27
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      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Psychological Patterns
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      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Adolescent Development
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      – SubjectFull: Philippines
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      – TitleFull: Grit, Positive Youth Development, and School Engagement among Filipino Adolescents
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            NameFull: Jesus Alfonso Daep Datu
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            NameFull: Duo Phil Liu
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              Y: 2025
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