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Originalarbeit

Die Rolle von Beharrlichkeit und beständigem Interesse (Grit) für das Lernen in berufsbildenden Schulen

Published Online:January 29, 2020https://doi.org/10.1024/1010-0652/a000269

Abstract

Zusammenfassung. In den letzten 10 Jahren wurden Beharrlichkeit und beständiges Interesse (Grit) verstärkt als zentrale, motivationale und volitionale Prädiktoren der akademischen Leistung propagiert und kritisch diskutiert. Wurde anfangs primär der direkte Zusammenhang untersucht, versuchen aktuellere Studien das komplexe Wirkungsgefüge von Grit im Verein mit anderen motivationalen Lernmerkmalen zu entwirren. Dennoch sind Studien zu indirekten Effekten von Grit auf Schülerleistungen rar. An einer Stichprobe von 393 Schülerinnen und Schülern kaufmännischer Schulen aus Österreich wurde geprüft, inwiefern individuelle Voraussetzungen erfolgreichen Lernens den positiven Zusammenhang zwischen den Grit-Dimensionen Beharrlichkeit und beständigem Interesse und der Schülerleistung mediieren. Befunde zeigen, dass insbesondere die Beharrlichkeit indirekt über das Vorwissen, das akademische Selbstkonzept, das Lernengagement und den Einsatz kognitiver Lernstrategien mit den Schülerleistungen zusammenhängt. Zudem wird der positive Zusammenhang zwischen beständigem Interesse und höheren Schülerleistungen über die Freiheit von Prüfungsangst vermittelt. Da die direkten Zusammenhänge zwischen Beharrlichkeit und den Schülerleistungen meist nur partiell mediiert werden, und Beharrlichkeit mit nahezu allen untersuchten individuellen Voraussetzungen erfolgreichen Lernens positiv assoziiert ist, kann für das Lernen im kaufmännischen Unterricht behauptet werden, dass Beharrlichkeit ein zentrales Konstrukt mit hohen Effekten – ähnlich dem akademischen Selbstkonzept und dem Lernengagement – darstellt. Dieser Befund wird vor dem Hintergrund der Grenzen der Studie kritisch diskutiert.


The role of perseverance and consistency of interest (Grit) for the learning in vocational schools

Abstract. Recently, researchers started to push and critically discuss perseverance and consistency of interest (grit) as central, motivational, and volitional predictors of academic success. While early studies primarily investigated and proved the direct effect among grit and academic success, research lacks to explain this relation by plausible mediators. Thus, utilizing data from a sample of 393 students from vocational schools in Austria, the present study aims at disentangling this complex set of interrelated effects on students' success. More concretely, we investigated in how far individual dispositions such as learning strategies and academic self-concept mediate the positive relation among grit and students' academic success in business colleges. Our results show that perseverance exerts indirect effects via students' prior knowledge, academic self-concept, behavioural engagement, and the use of cognitive learning strategies on students' academic achievement. In contrast, consistency of interest positively affects students' academic achievement via test anxiety. Since perseverance is positively associated with almost all investigated constructs and since the direct effect of perseverance on academic success still holds after controlling for individual dispositions, we argue that perseverance represents a key factor – similar to academic self-concept and behavioural engagement – of students' learning processes and achievement in business education. We critically discuss these findings in light of the limitations of the study.

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