![]() Given the importance of Grit and Growth Mindset in the existing academic literature, this study has the potential to contribute towards understanding how significant these constructs are for students and teachers alike, and will add to the knowledge base of the field in the Indian context. Results for this study show that teachers' responses predominantly reflect Growth Mindset. The data is analysed using descriptive statistics and content analysis, for the quantitative and qualitative data respectively. The sample consists of 30 middle and high school teachers. The second part of the study explores Growth Mindset of teachers using Mindset Survey (Dweck & Henderson, 1989) and a set of qualitative questions prepared by the authors. Results show that Grit is a significant predictor of both Growth Mindset and Academic Achievement. The quantitative data is analysed using inferential statistics. ![]() Academic Performance is measured by taking the final exam scores of a sub sample of students for the last 2 years. Grit is assessed using Grit Scale (Duckworth, Peterson, Matthews and Kelly, 2007), and Growth Mindset using Implicit Theories of Intelligence Scale-General version (Dweck, 1999). The sample consists of 262 middle and high school students from various schools in Delhi-NCR. ![]() In the first part of the study, the relationship between Grit and Growth Mindset, and Grit and Academic Performance are explored. It has two parts-the first involves school students, and the second school teachers. The present study aims to assess two such non-cognitive traits, Grit and Growth Mindset, in students and teachers. With recent developments in psychological literature, several non-cognitive superpowers have emerged that offer equally promising prospects for success. Our findings highlight the need for researchers to carefully consider the measurement approaches they adopt when studying grit in individuals who operate across different achievement settings.Historically, a lot of emphasis has been laid on intellectual capacities of individuals as predictors of accomplishment (Mayer, 2011). Results support the adoption of domain-specific approaches to measure grit in specific achievement contexts. Results obtained from a series of hierarchical multiple regression analyses indicated that an academic-version of the Grit-S explained unique variance in academic emotional exhaustion beyond the variance explained by the domain-general version of the scale, and a sport-version of the Grit-S explained unique variance in competitive level beyond the variance explained by the domain-general version. In a sample of United Kingdom student-athletes (N = 326, 214 males, 112 females Mage = 19.55 years, SD = 1.48 years), we examined the degree to which a domain-general version and two domain-specific versions of the Grit-S accounted for variance in two criterion variables that were either situated in an academic context (i.e., emotional exhaustion) or a sport context (i.e., competitive level). To date, no studies have compared the predictive validity of domain-general and domain-specific versions of the Grit-S with athletes who operate in different achievement settings. In the field of sport psychology, grit has traditionally been conceptualized and measured as a domain-general construct, with the majority of studies using the Grit Scale-Short (Grit-S: Duckworth and Quinn, 2009) to assess grit and its relationships with an array of personality-, performance-, and health-related outcomes. This paper contributes to the debate as to whether grit is best conceptualized and measured as a domain-specific or domain-general construct.
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