True Grit

Jack, Gordon

ET, Inquiry and Problem-based Learning

Duckworth, A.L., Eskeis-Winkler, L. (2013, April). True Grit. Observer, 26(4). Retrieved from

 http://www.psychologicalscience.org/index.php/publications/observer/2013/april-13/true-grit.html

Duckworth and Eskeis-Winkler discuss the significance of perseverance or “grit” in student achievement.  Recent studies, some of which are reported in Paul Tough’s recent bestseller, How Children Succeed: Grit, Curiosity, and Hidden Power of Character, have emphasized that grit, more than natural ability or intelligence, is the distinguishing characteristic of successful students.  The challenge is how to assess this characteristic in young people.  Most studies rely on questionnaires or self-reporting to gauge an individual’s level of long-term stamina.  Another challenge discussed by the authors is what schools can do to teach grit to students.  Duckworth and Eskeis-Winkler discuss the role practice and a growth mindset have in developing grit in students but hold off on making any recommendations.  In some cases, they say grit can contribute to lower achievement, as “grittier” students may be more stubborn in their beliefs and less open to different perspectives.

Evaluation

The issue of stamina is an important one to consider when developing inquiry and problem-based units.  These projects tend to be more complex and longer in duration.  Students who have been trained to turn in short “Bird unit” assignments quickly may struggle with the perseverance required for more challenging tasks. While the article doesn’t give any specific suggestions for how to teach grit, it does confirm its importance in success at school and in life.  For this reason, the research should be shared with students, along with information from Carol Dweck’s findings on growth mindset. While grit is a critical component of a person’s achievement, it is important to balance with an opportunity for exploration. “Early in life, it may make more sense to privilege exploration over specialization,” the authors write. “Until we develop a solid understanding of our own inherent interests and abilities, it may make sense to hold off on committing to lifelong goals.”