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<p>Psychological constructs encompass both stable traits and unstable state factors. This study investigates the stability of grit subfactors among middle school students, focusing on those experiencing poor developmental-stage-environment fit. Utilizing the trait-state-occasion (TSO) model, we delineate the consistency of interest (CI) level and perseverance of effort (PE) characteristics and statuses. Moreover, we introduce variables concerning peer, teacher, and parental relationships, recognized as significant influences on middle school students’ development. Data from 2,380 middle school students from the Korean Children and Youth Panel Survey 2018 are analyzed. Results indicate that both CI and PE exhibit stable traits influenced by time-invariant characteristics. Additionally, CI and PE encompass both stable and changeable state aspects. Teacher relationships and parental autonomy support positively impact the trait and state of CI and PE, while peer relationships have a negative effect on CI and a positive effect on PE at specific state points. Our findings underscore the stability yet malleability of grit subfactors, with both CI and PE demonstrating nuanced responses to environmental influences. Our study also identified the positive impact of teacher relationships and parental autonomy support on both CI and PE trait and state, highlighting the important role of a supportive environment in fostering grit.</p>

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Trait and state of grit among middle school students in South Korea: the influence of peer, teacher, and parental variables

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月13日

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  • Sanghyun Park

摘要

Psychological constructs encompass both stable traits and unstable state factors. This study investigates the stability of grit subfactors among middle school students, focusing on those experiencing poor developmental-stage-environment fit. Utilizing the trait-state-occasion (TSO) model, we delineate the consistency of interest (CI) level and perseverance of effort (PE) characteristics and statuses. Moreover, we introduce variables concerning peer, teacher, and parental relationships, recognized as significant influences on middle school students’ development. Data from 2,380 middle school students from the Korean Children and Youth Panel Survey 2018 are analyzed. Results indicate that both CI and PE exhibit stable traits influenced by time-invariant characteristics. Additionally, CI and PE encompass both stable and changeable state aspects. Teacher relationships and parental autonomy support positively impact the trait and state of CI and PE, while peer relationships have a negative effect on CI and a positive effect on PE at specific state points. Our findings underscore the stability yet malleability of grit subfactors, with both CI and PE demonstrating nuanced responses to environmental influences. Our study also identified the positive impact of teacher relationships and parental autonomy support on both CI and PE trait and state, highlighting the important role of a supportive environment in fostering grit.