Academic behaviors have the most immediate effect on course grades; directly targeting grit is not an evidenced lever¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The review concludes academic behaviors have the most immediate effect on students' course grades, while there is little evidence that directly changing grit or perseverance improves academic performance. → Farrington 2012

Evidence¶

Farrington 2012¶

Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/teaching-adolescents-become-learners-role-noncognitive-factors-shaping-school

q2 · i? · review · r2

Interpretive summary of the review's synthesis across the five factor chapters. Complementary quote: "there is little evidence that working directly on changing students' grit or perseverance would be an effective lever for improving their academic performance."

"Our review shows that academic behaviors have the most immediate effect on students' course grades."

Discussion¶

Learner Variables¶

• Personality Traits — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle — related
• Growth-mindset interventions have weak average effects on achievement, including a negligible GPA gain (d = 0.11) for lower-achieving US ninth-graders in one preregistered national trial — related
• The framework's literature review reports students' academic mindsets, learning strategies, perseverance, and behaviors were clearly and significantly related to school performance — related
• Academic grit has a significant positive effect on primary students' math achievement — reports the opposite
• Growth math mindset positively predicts academic grit in primary students — related
• A CCSR research review concludes that four academic mindsets (belonging, growth beliefs, self-efficacy and value) increase perseverance and improve academic behaviors — reports the opposite
• The meta-analytic correlation between growth mind-set and academic achievement is weak (r = .10) — possibly the same claim (merge candidate)