青少年未来时间洞察力和学业成绩的关系:时间管理倾向的中介作用

思考未来对个体现在行为具有重要指导意义。本研究以1002名初、高中学生为调查对象,采用问卷调查法探究未来时间洞察力与学业成绩间的关系,以及时间管理倾向在其中的中介作用。结果表明:(1)学业成绩高低分组在未来时间洞察力各维度和时间管理倾向上差异显著。(2)未来积极、未来坚持、未来清晰和未来计划与时间管理倾向和学业成绩呈显著正相关,未来消极和未来迷茫与时间管理倾向和学业成绩呈显著负相关。(3)未来消极对学业成绩具有显著的直接预测作用;未来消极还通过时间效能感间接影响学业成绩;时间管理倾向在未来迷茫、未来清晰、未来坚持、未来计划和学业成绩之间起中介作用。     

毅力与学业成绩的关系：有意走神和自发走神的不同中介作用

以3372名5年级小学生为研究对象,采用毅力量表、有意走神和自发走神量表以及学业成绩测验,考察毅力（兴趣一致性和坚持努力）对学业成绩的影响,并检验有意走神和自发走神的中介作用。结果发现：（1）兴趣一致性和坚持努力均显著正向预测学业成绩;（2）有意走神、自发走神在兴趣一致性和坚持努力与学业成绩之间均起显著的中介作用,但两者的中介作用模式存在差异。有意走神在兴趣一致性和坚持努力与学业成绩间的中介作用不同：兴趣一致性负向影响有意走神,有意走神正向影响学业成绩,坚持努力正向影响有意走神,有意走神正向影响学业成绩;而自发走神在兴趣一致性和坚持努力对学业成绩预测的中介作用相同,即兴趣一致性和坚持努力均负向影响自发走神,自发走神负向影响学业成绩。     

中学生的未来时间洞察力、时间管理自我监控和学业成绩的关系

采用未来时间洞察力量表和时间管理自我监控量表对563名中学生进行调查,探讨未来时间洞察力、时间管理自我监控和学业成绩的关系。结果表明：未来时间洞察力、时间管理自我监控和学业成绩之间存在显著相关关系,时间管理自我监控在未来时间洞察力与学业成绩之间的关系中具有显著的中介效应。因此,未来时间洞察力不仅对学业成绩有直接影响,而且还通过时间管理自我监控间接影响学业成绩。     

青少年时间态度与学业拖延的关系：成就动机的中介作用

采用青少年时间态度量表、成就动机量表和学业拖延问卷,对 733名中学生进行调查,旨在探究时间态度与学业拖延的关系,揭示成就动机在时间态度与学业拖延之间的中介作用机制。结果发现（1）过去消极、现在消极和未来消极与学业拖延呈显著正相关,过去积极、现在积极和未来积极与学业拖延呈显著负相关。（2）过去消极、现在消极和未来消极与成就动机呈显著负相关,过去积极、现在积极和未来积极与成就动机呈显著正相关;成就动机与学业拖延呈显著负相关。（3）成就动机在现在消极与学业拖延之间起部分中介作用,在未来积极、未来消极与学业拖延之间起完全中介作用。     

自尊、未来时间洞察力与学业成就之间的关系：一项追踪研究

采用间隔1个学期的追踪设计考察青少年自尊与未来时间洞察力的因果关系,及二者对学业成绩的影响。结果发现:(1)在控制了T1未来时间洞察力后,T1自尊可以显著正向预测T2未来时间洞察力;而在控制了T1自尊后,T1未来时间洞察力不能显著预测T2自尊。(2)在控制了T2未来时间洞察力和T2自尊后,T1未来时间洞察力和T1自尊均可显著正向预测T2学业成绩。(3)T2未来时间洞察力在T1自尊和T2学业成绩之间起部分中介作用。     

正念与手机成瘾倾向的关系:无聊倾向和未来时间洞察力的作用

为探讨正念与大学生手机成瘾倾向的关系以及无聊倾向的中介作用和未来时间洞察力的调节作用,采用问卷法对790名大学生进行了施测。结果表明：（1）正念对大学生手机成瘾倾向具有显著的负向预测作用;（2）无聊倾向在正念与手机成瘾倾向之间起中介作用;（3）正念通过无聊倾向对手机成瘾倾向所起的间接效应受到未来时间洞察力的调节作用,即相较于未来时间洞察力水平高的大学生而言,该间接效应在未来时间洞察力水平低的大学生中更强。研究结果有助于揭示正念如何与手机成瘾倾向相联系,以及正念与手机成瘾倾向的关系在何种条件下更强或更弱。这对于移动互联网络时代预防和干预大学生手机成瘾倾向具有一定的启示意义。     

成长型思维与坚毅的关系:未来时间洞察力和成就动机的链式中介作用

以山东地区两所高校的548名大学生为研究样本,采用问卷调查法收集数据,考察未来时间洞察力和成就动机在大学生成长型思维与坚毅之间的链式中介效应。结果显示：（1）成长型思维、未来时间洞察力、成就动机与坚毅之间均存在显著正相关;（2）成长型思维既能通过未来时间洞察力和成就动机分别间接预测大学生的坚毅品质,又能通过未来时间洞察力→成就动机的链式中介作用间接预测大学生的坚毅品质。     

大学生特质焦虑与网络成瘾的关系:一个有调节的中介模型

通过对530名大学生的问卷调查,考察特质焦虑、压力知觉、未来时间洞察力和网络成瘾之间的关系。结果发现：（1）压力知觉在特质焦虑和网络成瘾之间起部分中介作用,特质焦虑既对网络成瘾产生直接影响,也通过压力知觉产生间接影响;（2）未来时间洞察力对压力知觉的中介作用起调节作用,压力知觉对网络成瘾的影响随着个体未来时间洞察力的增加而减少。大学生特质焦虑、压力知觉、未来时间洞察力和网络成瘾共同构成一个有调节的中介模型。     

粗暴养育与青少年学业成绩:有调节的中介分析

以往研究表明消极的养育行为损害青少年学业成绩,但对两者之间的关系机制缺乏探究。本研究通过检验一个有调节的中介模型,考察了父母消极归因情境下努力控制在粗暴养育和青少年学业成绩之间的中介作用。880名初中生作为被试,填写粗暴养育问卷、努力控制分量表、儿童责任归因分量表,并以语文、数学和英语的成绩均值作为学业成绩的指标。结果显示：（1）控制性别、年龄、社会经济地位后,粗暴养育与学业成绩呈显著负相关;（2）努力控制是粗暴养育与学业成绩之间的中介变量;（3）粗暴养育通过努力控制对学业成绩的间接效应受父母消极归因的调节。因此,矫正父母消极的养育行为和归因模式,改善孩子的自控能力,有利于改善其学业成绩。     

小学生成长型思维模式与学业成绩、生活满意度的关系：学业自我效能感的中介作用

以5所公立小学的1161名四、五年级的小学生为研究对象,探讨成长型思维模式、学业自我效能感与小学生学业成绩以及生活满意度的关系。结果发现：（1）小学生的成长型思维模式与其学业自我效能感、学业成绩呈显著正相关,学业自我效能感与学业成绩、生活满意度呈显著正相关;（2）成长型思维模式显著正向预测学业自我效能感和学业成绩;（3）学业自我效能感可以显著正向预测生活满意度;（4）学业自我效能感在成长型思维模式与学生学业成绩之间起部分中介作用。     

Grit and academic performance among first-year university students: A brief report

This study examined grit and academic performance among a sample of South African university students (n = 121, mean age = 19.55, SD = 1.77, female = 57.85%). Data were collected using the Grit Scale and academic performance was assessed over one academic semester. Simple regression analysis was computed to predict students’ academic achievement from components of their self-reported grit. The grit component of consistency of interest accounted for 3% of the variance in the student’s academic achievement scores. Similarly, the grit component of perseverance of effort explained 9% of the variance in scores. Students who scored high on the Grit Scale also obtained higher academic marks compared to participants who scored low on the same instrument. The findings suggest that grit is an important personal resource for higher education students.     

Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction

After a decade of research, grit has been linked to many adaptive outcomes for adolescents and the development of school-based interventions for promoting adolescents' grit has been recommended. However, a reconceptualization of grit and its measurement may be vital for future grit research and application. The currently predominant grit assessments may be inappropriate for youth populations, yielding evidence of low psychometric properties and variable criterion-related validity. In a sample of adolescents (N = 757) in sixth to eighth grade, the current study investigated the psychometric properties of the Academic Grit Scale, a novel measure of domain-specific grit. Exploratory and confirmatory factor analyses revealed a single-factor structure of the Academic Grit Scale, and evidence of high internal consistency reliability and construct validity was observed. Results indicated positive associations between academic grit and academic achievement, life satisfaction, and school satisfaction. Furthermore, academic grit demonstrated incremental validity above and beyond that of general grit in association with these outcomes. Implications of the findings are discussed, including the potential to inform applied practices in schools and future empirical investigations.     

Time perspective and school membership as correlates to academic achievement among African American adolescents

This study examined the relationship of academic achievement to time perspective (future, present) and school membership (belonging, acceptance, rejection) among 232 low-income, urban African American adolescents. Findings indicated positive, significant relationships among academic achievement, future time perspective, school belonging, and school acceptance. A negative, significant relationship was found between academic achievement and present time perspective. Based on multiple regression analysis, the ability of time perspective and school membership to predict academic achievement differed across gender. Whereas present time perspective was predictive of academic achievement among males, school acceptance and future time perspective emerged as significant predictors of academic achievement among females. Present time perspective contributed negatively to academic achievement among males, while school acceptance and future time perspective contributed positively to academic achievement among females.     

Grit: perseverance and passion for long-term goals

The importance of intellectual talent to achievement in all professional domains is well established, but less is known about other individual differences that predict success. The authors tested the importance of 1 noncognitive trait: grit. Defined as perseverance and passion for long-term goals, grit accounted for an average of 4% of the variance in success outcomes, including educational attainment among 2 samples of adults (N=1,545 and N=690), grade point average among Ivy League undergraduates (N=138), retention in 2 classes of United States Military Academy, West Point, cadets (N=1,218 and N=1,308), and ranking in the National Spelling Bee (N=175). Grit did not relate positively to IQ but was highly correlated with Big Five Conscientiousness. Grit nonetheless demonstrated incremental predictive validity of success measures over and beyond IQ and conscientiousness. Collectively, these findings suggest that the achievement of difficult goals entails not only talent but also the sustained and focused application of talent over time.     

Grit and Different Aspects of Well-Being: Direct and Indirect Relationships via Sense of Coherence and Authenticity

Grit, passion and perseverance for long-term goals, is strongly related to success in goal attainment even under challenging circumstances. We investigated how grit relates to three aspects of well-being: psychological well-being (PWB), satisfaction with life, and harmony in life. This relationship is approached through organismic valuing theory, which proposes that people are naturally motivated to grow towards their highest potential; grit is proposed as being akin to such growth motivation. In two studies (Study 1 with 196 university students, and Study 2 with 396 non-students), direct and indirect (mediating) effects between grit and well-being were investigated. Sense of coherence (SOC) and authenticity were used as mediators, and gender as a moderator. Grit was positively related to all well-being factors, and SOC and authenticity were significant mediators (complementary for PWB and indirect-only for satisfaction with life and harmony in life). This suggests that grittiness in goal pursuits requires both a sense that the world is coherent and an authentic connection with the self in order for it to fully benefit well-being. No gender moderation was found.     

Developing an Iranian ELT Context-Specific Grit Instrument

Grit as an interesting and significant topic in psychology has been associated with better study habits and higher grades through perseverance and passion for long term goals. The only available measurement instrument of grit (Duckworth et al. in J Personal Soc Psychol 92:1087–1101, 2007) is general both in terms of its subject matter and context. Thus, this study aims to develop and validate an English as a foreign language (EFL) grit instrument whose items are specific to EFL context to obtain a more detailed view of its components for Iranian EFL learners, and to tap on other grit related factors in the EFL context. A four component model of EFL grit was developed through reviewing the existing literature and exploring EFL experts’ perspectives. This tentative theoretical model of EFL grit encompasses overarching construct of effort including the following main components: Trying hard to learn English (THLE) having interest in learning English (ILE) practicing a lot in order to learn English (PLE) and having goal for learning English (HGLE). The model was then cross checked against the results of the interviews, and evolved into a scenario-based, 5 point Likert-scale EFL grit instrument. It was later operationalized by an instrument consisting of 26 items, i.e. 6 items for each component plus 2 items for themes 1 and 3. The piloting and testing of the tentative model through exploratory and confirmatory data analyses on a sample of 306 EFL learners indicated the reliability of 0.833 and an acceptable validity. The findings called for a more meaningful interpretation of the concept of grit in relation to Iranian EFL context and offered new insights for higher education administrators considering student academic performance.     

Passion,grit and mindset of Iranian wrestlers: A socio-psychological approach

The study presents a socio-psychological analysis of the conventional psychological concept of passion, grit and mindset among Iranian elite wrestlers, along with exploring the associations of the aforementioned variables. We conducted a cross-sectional, correlational questionnaire survey among 124 international and national Iranian top male wrestlers and recruited 106 male and female Iranian university students as a control group to provide more rationale of the variables within the context. Passion Scale, Grit-S Scale and Theories of Intelligence Scale (TIS) were used to measure the variables. The wrestlers scored high on the passion, grit and growth mindset scales, higher than the controls. Further analysis indicated a positive association between passion, grit and growth mindset on wrestlers as a whole and the subgroups. There were, however, no differences in terms of the level of competency and achievement within the groups of wrestlers, which counters former findings. This research contributes valuable insights into how passion, grit and growth mindset, considering the interplay between individual agency and an apt social context, sustain athletes’ desire for tough training; motivate them to overcome a series of setbacks and challenging situations in order to meet further achievements in such a competitive sport. The research further provides insight into a distinctive sport culture and proposes how the socio-cultural context of athletes impacts their mentality and achievement.