Identifying the interrelationships between self-regulation, emotion, grit and student performance by using the Cyclical Self-Regulated learning model, which is associated with a K-12 math tutoring program.
What happens when students fail in their academic tasks?
When students repeatedly fail at a task, their self-confidence in the subject goes down, and their anxiety and frustration goes up. They build a resentment towards the subject and start to believe that their time in class is not useful.
The concept and long-term nature of grit helps students maintain consistent and focused interest for important and challenging goals.
Improving the level of grit in students
Two groups of middle schoolers who were participating in a weekly Mathspring Intervention program were chosen, one based in the US, and the other in Argentina. The levels of grit and expectation of success were measured in these groups. The research team argues for the need to work on improving the level of grit in students, by validating hard work ethic, strengthening student setbacks, and encouraging diligence. It was also found that grit in the early phase of learning predicts success in later stages of learning.
More research needs to be done on student experience
This study is just the tip of the iceberg on representing types of student learning. More research needs to be done on the experiences of students with diverse learning patterns, and patterns found for students with disabilities, gifted students, easily-frustrated students and so on.
Notable Quotes:
“In education settings, students who exhibit self-regulation in learning behaviours are able to direct their efforts toward achieving academic goals.”
“There are certain traits and dimensions of character other than intelligence that are strong determinants of a person’s unique path towards success despite setbacks.”
“The long-term nature of grit is what differentiates it from similar constructs such as self-control and conscientiousness.”
Summarized Article:
Kooken, J. W., Zaini, R., & Arroyo, I. (2021). Simulating the dynamics of self-regulation, emotion, grit, and student performance in cyber-learning environments. Metacognition and Learning, 16(2), 367-405.
