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      The Satisfied Lives of Gifted and Gritty Adolescents: Linking Grit to Career Self-Efficacy and Life Satisfaction

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          Abstract

          Passion and perseverance for long-term goals (often referred to as grit) has been found to be associated with well-being in typically developing students and adults. However, previous studies primarily relied on a two-factor model of grit, underpinned by perseverance of effort and consistency of interests. This model has received considerable theoretical and methodological criticisms. The research examined the association of an alternative model of grit underpinned by perseverance of effort and adaptability to situations as key dimensions, with students’ life satisfaction in Chinese gifted adolescents in Hong Kong. Structural equation modeling via maximum likelihood estimation approach demonstrated that perseverance was linked to higher levels of life satisfaction. Adaptability was indirectly linked to increased life satisfaction via the intermediate variable – career development self-efficacy. Results indicate that perceived confidence in career-related activities might serve as a mechanism through which grit may be linked to higher well-being in gifted students.

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          Most cited references63

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          Common method biases in behavioral research: A critical review of the literature and recommended remedies.

          Interest in the problem of method biases has a long history in the behavioral sciences. Despite this, a comprehensive summary of the potential sources of method biases and how to control for them does not exist. Therefore, the purpose of this article is to examine the extent to which method biases influence behavioral research results, identify potential sources of method biases, discuss the cognitive processes through which method biases influence responses to measures, evaluate the many different procedural and statistical techniques that can be used to control method biases, and provide recommendations for how to select appropriate procedural and statistical remedies for different types of research settings.
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            Structural equation modeling in practice: A review and recommended two-step approach.

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              Grit: perseverance and passion for long-term goals.

              The importance of intellectual talent to achievement in all professional domains is well established, but less is known about other individual differences that predict success. The authors tested the importance of 1 noncognitive trait: grit. Defined as perseverance and passion for long-term goals, grit accounted for an average of 4% of the variance in success outcomes, including educational attainment among 2 samples of adults (N=1,545 and N=690), grade point average among Ivy League undergraduates (N=138), retention in 2 classes of United States Military Academy, West Point, cadets (N=1,218 and N=1,308), and ranking in the National Spelling Bee (N=175). Grit did not relate positively to IQ but was highly correlated with Big Five Conscientiousness. Grit nonetheless demonstrated incremental predictive validity of success measures over and beyond IQ and conscientiousness. Collectively, these findings suggest that the achievement of difficult goals entails not only talent but also the sustained and focused application of talent over time. (c) 2007 APA, all rights reserved.
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                Author and article information

                Contributors
                (View ORCID Profile)
                Journal
                The Journal of Early Adolescence
                The Journal of Early Adolescence
                SAGE Publications
                0272-4316
                1552-5449
                May 18 2022
                : 027243162210960
                Affiliations
                [1 ]Department of Special Education and Counselling, Integrated Centre for Wellbeing (i-WELL), The Education University of Hong Kong, China
                [2 ]Centre for Advancement in Inclusive and Special Education, Laboratory and Program for Creativity and Talent Development, The University of Hong Kong, Hong Kong, China
                [3 ]Hong Kong Academy for Gifted Education, China
                [4 ]Centre for Research on College-Work Force Transitions, Wisconsin Center for Educational Research, School of Education
                [5 ]University of Wisconsin-Madison, WI, USA
                Article
                10.1177/02724316221096082
                6ca366b7-edc9-47fa-879e-c56a2d7855e2
                © 2022

                http://journals.sagepub.com/page/policies/text-and-data-mining-license

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