Grit and Language Learning: Construct Validation of L2-Grit Scale and Its Relation to Later Vocabulary Knowledge

Autor/in	Alamer, Abdullah
Titel	Grit and Language Learning: Construct Validation of L2-Grit Scale and Its Relation to Later Vocabulary Knowledge
Quelle	In: Educational Psychology, 41 (2021) 5, S.544-562 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alamer, Abdullah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1867076
Schlagwörter	Persistence; Self Motivation; Personality Traits; Undergraduate Students; Young Adults; Measures (Individuals); Construct Validity; Predictive Validity; Test Reliability; Correlation; Vocabulary Development; Knowledge Level; English (Second Language); Second Language Learning; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausdauer; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Young adult; Junger Erwachsener; Messdaten; Testreliabilität; Korrelation; Wortschatzarbeit; Wissensbasis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Saudi-Arabien
Abstract	The present study aimed to empirically examine the validity of grit among language learners and its relation to vocabulary knowledge. Grit is defined as a trait that is characterised by a tendency to be passionate about and persevere towards the achievement of long-term goals. A newly developed questionnaire, L2-Grit Scale, which assesses perseverance of effort and consistency of interest in language learning was used. The construct validity was evaluated, and bi-factor CFA was supported. The convergent and divergent validity of the grit constructs were tested against operationalisations of related motivational constructs. The results suggest that the L2-Grit Scale is, reliable, valid and suitable for use in L2 research. With regard to predictive validity, grit has shown to have a non-significant direct effect on later vocabulary knowledge. Rather, initial grit was only indirectly associated with later vocabulary knowledge through the mediation role of later endorsement of grit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01