The role of self-control and grit in domains of school success in students of primary and secondary school

• Autores: Oriol, X., Miranda, R, Oyanedel, J.C., Torres, J.
• Formato: artículo
• Fecha de Publicación: 2017
• Institución: Universidad Continental
• Repositorio: CONTINENTAL-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorio.continental.edu.pe:20.500.12394/5523
• Enlace del recurso: https://hdl.handle.net/20.500.12394/5523
• Nivel de acceso: acceso abierto
• Materia: Self-control; Academic self-efficacy

Self-control and grit have become two of the most important variables that explain success in different aspects of people's daily life (Duckworth and Gross, 2014). Self-control promotes delayed gratification and directly influences thoughts, emotions, and impulses. On the other hand, grit enhances the achievement of goals through perseverance even before extreme external circumstances. Since both constructs are related, examining them together is compelling, as long as the different nuances that characterize each are taken into account. Two structural equation models (SEM) were conducted to observe the effect of self-control and grit on a more specific indicator of academic success (academic self-efficacy) and a more general indicator of school experience (satisfaction with school).