1887
Volume 172, Issue 2
  • ISSN 0019-0829
  • E-ISSN: 1783-1490
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Although most research into grit – an individual difference that encompasses perseverance and passion for achieving long-term goals – has taken a domain-general perspective (e.g., Duckworth et al., 2007), emerging interest in a domain-specific approach to grit (e.g., Clark & Malecki, 2019) provides the groundwork for research into language learning grit. Expanding upon this nascent line of research (e.g., Teimouri, Plonsky, & Tabandeh, in press), this exploratory study supports a two-dimensional factor structure of language learning grit and, given the superior criterion validity of the perseverance of effort (PE) grit subscale comparable to foreign language anxiety with regard to second (L2) and third (L3) language achievement and self-rated proficiency among 153 Russian undergraduates, a reconceptualization of – and further research into – grit as a language-domain-specific construct in second language acquisition (SLA).

Loading

Article metrics loading...

/content/journals/10.1075/itl.20001.sud
2020-09-11
2025-02-17
Loading full text...

Full text loading...

References

  1. Al-Hoorie, A. H.
    (2018) The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8, 721–754. doi:  10.14746/ssllt.2018.8.4.2
    https://doi.org/10.14746/ssllt.2018.8.4.2 [Google Scholar]
  2. Arco-Tirado, J. L., Fernández-Martín, F. D., & Hoyle, R. H.
    (2018) Development and validation of a Spanish version of the Grit-S Scale. Frontiers in Psychology, 9, 1–7. doi:  10.3389/fpsyg.2018.00096
    https://doi.org/10.3389/fpsyg.2018.00096 [Google Scholar]
  3. Arslan, S., Akin, A., & Çitemel, N.
    (2013) The predictive role of grit on metacognition in Turkish university students. Studia Psychologica, 55, 311–320. doi:  10.21909/sp.2013.04.645
    https://doi.org/10.21909/sp.2013.04.645 [Google Scholar]
  4. Bernaards, C. A., & Jennrich, R. I.
    (2005) Gradient projection algorithms and software for arbitrary rotation criteria in factor analysis. Educational and Psychological Measurement, 65, 676–696. 10.1177/0013164404272507
    https://doi.org/10.1177/0013164404272507 [Google Scholar]
  5. Bond, T. G., & Fox, C. M.
    (2015) Applying the Rasch model (3rd ed.). New York: Routledge. 10.4324/9781315814698
    https://doi.org/10.4324/9781315814698 [Google Scholar]
  6. Brown, A. V., Plonsky, L., & Teimouri, Y.
    (2018) The use of course grades as metrics in L2 research: A systematic review. Foreign Language Annals, 51, 763–778. doi:  10.1111/flan.12370
    https://doi.org/10.1111/flan.12370 [Google Scholar]
  7. Clark, K. N., & Malecki, C. K.
    (2019) Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72, 49–66. doi:  10.1016/j.jsp.2018.12.001
    https://doi.org/10.1016/j.jsp.2018.12.001 [Google Scholar]
  8. Cormier, D. L., Dunn, J. G. H., & Causgrove Dunn, J.
    (2019) Examining the domain specificity of grit. Personality and Individual Differences, 139, 349–354. doi:  10.1016/j.paid.2018.11.026
    https://doi.org/10.1016/j.paid.2018.11.026 [Google Scholar]
  9. Credé, M.
    (2018) What shall we do about grit? A critical review of what we know and what we don’t know. Educational Researcher, 47, 606–611. doi:  10.3102/0013189X18801322
    https://doi.org/10.3102/0013189X18801322 [Google Scholar]
  10. Credé, M., Tynan, M. C., & Harms, P. D.
    (2017) Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113(3), 492–511. doi:  10.1037/pspp0000102
    https://doi.org/10.1037/pspp0000102 [Google Scholar]
  11. DeVellis, R. F.
    (2017) Scale development: Theory and applications (4th ed.). Thousand Oaks, CA: Sage Publications.
    [Google Scholar]
  12. Dewaele, J.
    (2013) The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult Bi‐ and multilinguals. Modern Language Journal, 97, 670–684. doi:  10.1111/j.1540‑4781.2013.12036.x
    https://doi.org/10.1111/j.1540-4781.2013.12036.x [Google Scholar]
  13. Dewaele, J. -M.
    (2009) Individual differences in second language acquisition. InW. C. Ritchie & T. K. Bhatia (Eds.), The new handbook of second language acquisition (pp.623–647). Bingley, UK: Emerald Group.
    [Google Scholar]
  14. (2018) Online questionnaires. InA. Phakiti . (Eds.), The Palgrave handbook of applied linguistics research methodology (pp.269–286). New York: Palgrave. doi:  10.1057/978‑1‑137‑59900‑1_13
    https://doi.org/10.1057/978-1-137-59900-1_13 [Google Scholar]
  15. Dewaele, J. -M., & Costa, B.
    (2013) Multilingual clients’ experience of psychotherapy. Language and Psychoanalysis, 2, 31–50. doi:  10.7565/landp.2013.005
    https://doi.org/10.7565/landp.2013.005 [Google Scholar]
  16. Dewaele, J. -M., Chen, X., Padilla, A. M., & Lake, J.
    (2019) The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, Language Sciences10, 2128. doi:  10.3389/fpsyg.2019.02128
    https://doi.org/10.3389/fpsyg.2019.02128 [Google Scholar]
  17. Dewaele, J. -M., Witney, J., Saito, K., & Dewaele, L.
    (2018) Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22, 676–697. doi:  10.1177/1362168817692161
    https://doi.org/10.1177/1362168817692161 [Google Scholar]
  18. Dörnyei, Z.
    (2003) Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum.
    [Google Scholar]
  19. Dörnyei, Z., & Csizér, K.
    (2012) How to design and analyze surveys in SLA research?InA. Mackey & S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp.74–94). Malden, MA: Wiley–Blackwell. 10.1002/9781444347340.ch5
    https://doi.org/10.1002/9781444347340.ch5 [Google Scholar]
  20. Duckworth, A. L., & Gross, J. J.
    (2014) Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23, 319–325. doi:  10.1177/0963721414541462
    https://doi.org/10.1177/0963721414541462 [Google Scholar]
  21. Duckworth, A. L., & Quinn, P. D.
    (2009) Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91, 166–174. doi:  10.1080/00223890802634290
    https://doi.org/10.1080/00223890802634290 [Google Scholar]
  22. Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., & Ericsson, K. A.
    (2011) Deliberate practice spells success: Why grittier competitors triumph at the National Spelling Bee. Social psychological and Personality Science, 2, 174–181. doi:  10.1177/1948550610385872
    https://doi.org/10.1177/1948550610385872 [Google Scholar]
  23. Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R.
    (2007) Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101. doi:  10.1037/0022‑3514.92.6.1087
    https://doi.org/10.1037/0022-3514.92.6.1087 [Google Scholar]
  24. Ebadi, S., Weisi, H., & Khaksar, Z.
    (2018) Developing an Iranian ELT context-specific grit instrument. Journal of Psycholinguistic Research, 47, 975–997. doi:  10.1007/s10936‑018‑9571‑x
    https://doi.org/10.1007/s10936-018-9571-x [Google Scholar]
  25. Ehrman, M. E., Leaver, B. L., & Oxford, R.
    (2003) A brief overview of individual differences in second language learning. System, 31, 313–330. doi:  10.1016/S0346‑251X(03)00045‑9
    https://doi.org/10.1016/S0346-251X(03)00045-9 [Google Scholar]
  26. Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L.
    (2014) The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in psychology, 5(36). doi:  10.3389/fpsyg.2014.00036
    https://doi.org/10.3389/fpsyg.2014.00036 [Google Scholar]
  27. Field, A.
    (2013) Discovering statistics using IBM SPSS statistics. New York: Sage.
    [Google Scholar]
  28. Giordano, M. J.
    (2019) Grit and intrinsic motivation for language learning: Instrument validation using the Rasch model. Shiken, 23, 38–42.
    [Google Scholar]
  29. Gorsuch, R. L.
    (1983) Factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
    [Google Scholar]
  30. Henry, A., & Cliffordson, C.
    (2013) Motivation, gender, and possible selves. Language Learning, 63, 271–295. doi:  10.1111/lang.12009
    https://doi.org/10.1111/lang.12009 [Google Scholar]
  31. Horn, J. L.
    (1965) A rationale and a test for the number of factors in factor analysis. Psychometrika, 30, 179–185. doi:  10.1007/BF02289447
    https://doi.org/10.1007/BF02289447 [Google Scholar]
  32. Horwitz, E. K.
    (1986) Preliminary evidence for the reliability and validity of a Foreign Language Anxiety Scale. TESOL Quarterly, 20, 559–562. doi:  10.2307/3586302
    https://doi.org/10.2307/3586302 [Google Scholar]
  33. Horwitz, E. K., Horwitz, M. B., & Cope, J.
    (1986) Foreign language classroom anxiety. Modern Language Journal, 70, 125–132. doi:  10.1111/j.1540‑4781.1986.tb05256.x
    https://doi.org/10.1111/j.1540-4781.1986.tb05256.x [Google Scholar]
  34. Kamoen, N.
    (2012) Positive versus negative: A cognitive perspective on wording effects for contrastive questions in attitude surveys (Unpublished doctoral dissertation). Utrecht University Repository, Utrecht, the Netherlands.
    [Google Scholar]
  35. Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W.
    (2016) Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50, 154–180. doi:  10.1002/tesq.204
    https://doi.org/10.1002/tesq.204 [Google Scholar]
  36. Kim, Y. J., & Lee, C. S.
    (2015) Effects of grit on the successful aging of the elderly in Korea. Indian Journal of Science and Technology, 8, 373–378. doi:  10.17485/ijst/2015/v8iS7/70421
    https://doi.org/10.17485/ijst/2015/v8iS7/70421 [Google Scholar]
  37. Kramer, B., McLean, S., & Shepherd Martin, E.
    (2017) Student grittiness: A pilot study investigating scholarly persistence in EFL classrooms. Osaka Jokaguin Junior College Kiyo, 47, 25–41. Retrieved fromir-lib.wilmina.ac.jp/dspace/handle/10775/3498
    [Google Scholar]
  38. LaFlair, G. T., Egbert, J., & Plonsky, L.
    (2015) A practical guide to bootstrapping descriptive statistics, correlations, t tests, and ANOVAs. InL. Plonsky (Ed.), Advancing quantitative methods in second language research (pp.46–77). New York: Routledge. 10.4324/9781315870908‑4
    https://doi.org/10.4324/9781315870908-4 [Google Scholar]
  39. Lee, J. S.
    (in press). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 1–17. doi:  10.1080/01434632.2020.1746319
    https://doi.org/10.1080/01434632.2020.1746319 [Google Scholar]
  40. Li, S.
    (2016) The construct validity of language aptitude: A meta-analysis. Studies in Second Language Acquisition, 38, 801–842. doi:  10.1017/S027226311500042X
    https://doi.org/10.1017/S027226311500042X [Google Scholar]
  41. Linck, J. A., Osthus, P., Koeth, J. T., & Bunting, M. F.
    (2014) Working memory and second language comprehension and production: A meta-analysis. Psychonomic Bulletin & Review, 21, 861–883. doi:  10.3758/s13423‑013‑0565‑2
    https://doi.org/10.3758/s13423-013-0565-2 [Google Scholar]
  42. Loewen, S., & Gonulal, T.
    (2015) Exploratory factor analysis and principal components analysis. InL. Plonsky (Ed.), Advancing quantitative methods in second language research (pp.182–211). New York: Routledge. 10.4324/9781315870908‑9
    https://doi.org/10.4324/9781315870908-9 [Google Scholar]
  43. MacIntyre, P. D., & Gardner, R. C.
    (1994) The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283–305. doi:  10.1111/j.1467‑1770.1994.tb01103.x
    https://doi.org/10.1111/j.1467-1770.1994.tb01103.x [Google Scholar]
  44. MacIntyre, P. D., Gregersen, T., & Mercer, S.
    (2019) Setting an agenda for positive psychology in SLA: Theory, practice, and research. Modern Language Journal, 103, 262–274. doi:  10.1111/modl.12544
    https://doi.org/10.1111/modl.12544 [Google Scholar]
  45. MacIntyre, P. D., Noels, K. A., & Clément, R.
    (1997) Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47, 265–287. doi:  10.1111/0023‑8333.81997008
    https://doi.org/10.1111/0023-8333.81997008 [Google Scholar]
  46. Marsden, E., Mackey, A., & Plonsky, L.
    (2016) Breadth and depth: The IRIS repository. InA. Mackey & E. Marsden (Eds.), Advancing methodology and practice: The IRIS repository of instruments for research into second languages (pp.1–21). New York: Routledge.
    [Google Scholar]
  47. Masgoret, A. -M., & Gardner, R. C.
    (2003) Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53, 123–163. doi:  10.1111/1467‑9922.00212
    https://doi.org/10.1111/1467-9922.00212 [Google Scholar]
  48. Menold, N., & Bogner, K.
    (2016) Design of rating scales in questionnaires. InGESIS Survey Guidelines. Mannheim, Germany: GESIS – Leibniz Institute for the Social Sciences. doi:  10.15465/gesis‑sg_en_015
    https://doi.org/10.15465/gesis-sg_en_015 [Google Scholar]
  49. Morris, S. B., & DeShon, R. P.
    (2002) Combining effect size estimates in meta-analysis with repeated measures and independent-groups designs. Psychological Methods, 7, 105–125. doi:  10.1037/1082‑989X.7.1.105
    https://doi.org/10.1037/1082-989X.7.1.105 [Google Scholar]
  50. Nishikawa, K., Okugami, S., & Amemiya, T.
    (2015) Development of the Japanese Short Grit Scale (Grit-S). The Japanese Journal of Personality, 24, 167–169. doi:  10.2132/personality.24.167
    https://doi.org/10.2132/personality.24.167 [Google Scholar]
  51. Norris, J. M., Plonsky, L., Ross, S. J., & Schoonen, R.
    (2015) Guidelines for reporting quantitative methods and results in primary research. Language Learning, 65, 470–476. doi:  10.1111/lang.12104
    https://doi.org/10.1111/lang.12104 [Google Scholar]
  52. Papi, M., & Teimouri, Y.
    (2014) Language learner motivational types: A cluster analysis study. Language Learning, 64, 493–525. doi:  10.1111/lang.12065
    https://doi.org/10.1111/lang.12065 [Google Scholar]
  53. Park, D., Yu, A., Baelen, R. N., Tsukayama, E., & Duckworth, A. L.
    (2018) Fostering grit: Perceived school goal-structure predicts growth in grit and grades. Contemporary Educational Psychology, 55, 120–128. doi:  10.1016/j.cedpsych.2018.09.007
    https://doi.org/10.1016/j.cedpsych.2018.09.007 [Google Scholar]
  54. Peña, P. A., & Duckworth, A. L.
    (2018) The effects of relative and absolute age in the measurement of grit from 9th to 12th grade. Economics of Education Review, 66, 183–190. doi:  10.1016/j.econedurev.2018.08.009
    https://doi.org/10.1016/j.econedurev.2018.08.009 [Google Scholar]
  55. Peters, G. J. Y.
    (2014) The alpha and the omega of scale reliability and validity: Why and how to abandon Cronbach’s alpha and the route towards more comprehensive assessment of scale quality. European Health Psychologist, 16, 56–69. Retrieved fromehps.net/ehp/index.php/contents/article/download/ehp.v16.i2.p56/1
    [Google Scholar]
  56. Plonsky, L., & Derrick, D. J.
    (2016) A meta-analysis of reliability coefficients in second language research. Modern Language Journal, 100, 538–553. doi:  10.1111/modl.12335
    https://doi.org/10.1111/modl.12335 [Google Scholar]
  57. Plonsky, L., & Gonulal, T.
    (2015) Methodological synthesis in quantitative L2 research: A review of reviews and a case study of exploratory factor analysis. Language Learning, 65, Supp.1, 9–36. doi:  10.1111/lang.12111
    https://doi.org/10.1111/lang.12111 [Google Scholar]
  58. Plonsky, L., & Oswald, F. L.
    (2014) How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64, 878–912. doi:  10.1111/lang.12079
    https://doi.org/10.1111/lang.12079 [Google Scholar]
  59. R Core Team
    R Core Team (2019) R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria.
    [Google Scholar]
  60. Revelle, W.
    (2018) Psych: Procedures for personality and psychological research. Northwestern University, Evanston, Illinois, USA, https://CRAN.R-project.org/package=psych
    [Google Scholar]
  61. Robins, S.
    (2019) Academic achievement and retention among ESL learners: A study of grit in an online context (Unpublished doctoral dissertation). University of West Georgia, Carrolton, GA.
    [Google Scholar]
  62. RStudio Team
    RStudio Team (2015) RStudio: Integrated Development for R. RStudio, Inc., Boston, MAwww.rstudio.com/
  63. Schmidt, F. T. C., Fleckenstein, J., Retelsdorf, J., Eskreis-Winkler, L., & Möller, J.
    (2017) Measuring grit: A German validation and a domain-specific approach to grit. European Journal of Psychological Assessment, 1, 1–12. doi:  10.1027/1015‑5759/a000407
    https://doi.org/10.1027/1015-5759/a000407 [Google Scholar]
  64. Schriesheim, C., & Eisenbach, R.
    (1995) An exploratory and confirmatory factor-analytic investigation of item wording effects on the obtained factor structures of survey questionnaire measures. Journal of Management, 21, 1177–1193. doi:  10.1177/014920639502100609
    https://doi.org/10.1177/014920639502100609 [Google Scholar]
  65. Scovel, T.
    (1978) The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28, 129–142. doi:  10.1111/j.1467‑1770.1978.tb00309.x
    https://doi.org/10.1111/j.1467-1770.1978.tb00309.x [Google Scholar]
  66. Shin, J., Dronjic, V., & Park, B.
    (2019) The interplay between working memory and background knowledge in L2 reading comprehension. TESOL Quarterly, 53, 320–347. doi:  10.1002/tesq.482
    https://doi.org/10.1002/tesq.482 [Google Scholar]
  67. Sparks, R., Patton, J., & Luebbers, J.
    (2018) L2 anxiety and the Foreign Language Reading Anxiety Scale: Listening to the evidence. Foreign Language Annals, 51, 738–762. doi:  10.1111/flan.12361
    https://doi.org/10.1111/flan.12361 [Google Scholar]
  68. Sturman, E. D., & Zappala-Piemme, K.
    (2017) Development of the grit scale for children and adults and its relation to student efficacy, test anxiety, and academic performance. Learning and Individual Differences, 59, 1–10. doi:  10.1016/j.lindif.2017.08.004
    https://doi.org/10.1016/j.lindif.2017.08.004 [Google Scholar]
  69. Summers, M. M., Cox, T. L., McMurry, B. L., & Dewey, D. P.
    (2019) Investigating the use of the ACTFL can-do statements in a self-assessment for student placement in an Intensive English Program. System, 80, 269–287. 10.1016/j.system.2018.12.012
    https://doi.org/10.1016/j.system.2018.12.012 [Google Scholar]
  70. Tabachnick, B. G., & Fidell, L. S.
    (2012) Using Multivariate Statistics (6th ed.). Boston: Allyn and Bacon.
    [Google Scholar]
  71. Taguchi, T., Magid, M., & Papi, M.
    (2009) The L2 motivational self system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. InZ. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.66–97). Bristol, UK: Multilingual Matters. 10.21832/9781847691293‑005
    https://doi.org/10.21832/9781847691293-005 [Google Scholar]
  72. Taşpinar, K., & Külekçi, G.
    (2018) GRIT: An Essential Ingredient of Success in the EFL Classroom. International Journal of Languages’ Education and Teaching, 6, 208–226. doi:  10.18298/ijlet.3137
    https://doi.org/10.18298/ijlet.3137 [Google Scholar]
  73. Teimouri, Y., Goetze, J., & Plonsky, L.
    (2019) Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41, 363–387. doi:  10.1017/S0272263118000311
    https://doi.org/10.1017/S0272263118000311 [Google Scholar]
  74. Teimouri, Y., Plonsky, L., & Tabandeh, F.
    (in press). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 1–26. doi:  10.1177/1362168820921895
    https://doi.org/10.1177/1362168820921895 [Google Scholar]
  75. Tigchelaar, M., Bowles, R., Winke, P., & Gass, S.
    (2017) Assessing the validity of ACTFL Can-Do statements for spoken proficiency: A Rasch analysis. Foreign Language Annals, 50, 584–600. doi:  10.1111/flan.12286
    https://doi.org/10.1111/flan.12286 [Google Scholar]
  76. Tovar-García, E. D.
    (2017) The impact of perseverance and passion for long term goals (GRIT) on educational achievements of migrant children: Evidence from Tatarstan, Russia. Psicología Educativa, 23, 19–27. doi:  10.1016/j.pse.2017.02.003
    https://doi.org/10.1016/j.pse.2017.02.003 [Google Scholar]
  77. Tyumeneva, Y., Kardanova, E., & Kuzmina, J.
    (2017) Grit: Two related but independent constructs instead of one. Evidence from Item Response Theory. European Journal of Psychological Assessment, 1, 1–10. doi:  10.1027/1015‑5759/a000424
    https://doi.org/10.1027/1015-5759/a000424 [Google Scholar]
  78. Vazsonyi, A. T., Ksinan, A. J., Jiskrova, G. K., Mikuška, J., Javakhishvili, M., & Cui, G.
    (2019) To grit or not to grit, that is the question!Journal of Research in Personality, 78, 215–226. doi:  10.1016/j.jrp.2018.12.006
    https://doi.org/10.1016/j.jrp.2018.12.006 [Google Scholar]
  79. Wen, Z., Skehan, P., Biedroń, A., Li, S., & Sparks, R.
    (Eds.) (2019) Language aptitude: Advancing theory, testing, research and practice. New York: Routledge. doi:  10.4324/9781315122021
    https://doi.org/10.4324/9781315122021 [Google Scholar]
  80. West, M. R., Kraft, M. A., Finn, A. S., Martin, R. E., Duckworth, A. L., Gabrieli, C. F., & Gabrieli, J. D.
    (2016) Promise and paradox: Measuring students’ non-cognitive skills and the impact of schooling. Educational Evaluation and Policy Analysis, 38, 148–170. doi:  10.3102/0162373715597298
    https://doi.org/10.3102/0162373715597298 [Google Scholar]
  81. Woo, A.
    (1999) Investigating the effects of item wording on rating responses (Unpublished doctoral dissertation). Michigan State University, East Lansing, MI.
    [Google Scholar]
  82. Zenyuh, M. A.
    (2017) Grit as a domain-general and domain-specific construct (Unpublished doctoral dissertation). Hofstra University, Hempstead, NY.
    [Google Scholar]
/content/journals/10.1075/itl.20001.sud
Loading
/content/journals/10.1075/itl.20001.sud
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error