Academic grit scale for Chinese middle- and upper-grade primary school students: testing its factor structure and measurement invariance.

Lin, Rongmao; Chen, Yanping; Shen, Yilin; Hu, Ting; Huang, Ying; Yang, Yishan; Yu, Xueting; Ding, Jinliang

The Academic Grit Scale (AGS) is a novel measure of academic-specific grit. However, its factor structure and measurement invariance have yet to be thoroughly supported. The present study tested the factor structure and measurement invariance of the AGS with a large sample of early adolescents (aged 9–14 years) from China (N = 1,894). The bifactor model showed that the AGS was predominately accounted for by the general factor rather than the domain-specific factors; the parallel model from the AGS's one-factor model showed good fit indices; thus, the AGS should be described as a univocal solution and reported as the total score. Gender and grade measurement invariance were supported at a scalar level, warranting further mean difference comparisons. In addition, academic grit was significantly associated with positive academic emotions and academic achievement, yielding evidence of good criteria-related validity. The current study contributes additional evidence to the construct validity of the Chinese version of the AGS among middle- and upper-grade primary school students in China.

CHINA; FACTOR structure; ACHIEVEMENT; SCHOOL children

BMC Psychology, 2024, Vol 12, Issue 1, p1

2050-7283

Academic Journal

10.1186/s40359-024-01622-y