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Open accessJournal ArticleDOI: 10.1080/03043797.2019.1688256

The study of grit in engineering education research: a systematic literature review

04 Mar 2021-European Journal of Engineering Education (Taylor & Francis)-Vol. 46, Iss: 2, pp 161-185
Abstract: Research on the role of grit – defined as both perseverance and passion for long-term goals – on human performance has been conducted for the past decade. It has been suggested that this non-cognit...

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Topics: Grit (59%), Engineering education research (56%), Academic achievement (54%) ... show more

11 results found

Open access
24 Jun 2017-
Abstract: A Research Experiences for Undergraduates (REU) Site on the Internet of Things (IoT), funded by the National Science Foundation (NSF), was established at a large public university to engage undergraduate students in a 10-week, immersive research experience. REU students conducted research in fields spanning security, privacy, hardware design, data analytics, healthcare simulations, and social computing. A common survey available to Principal Investigators (PIs) of REU sites in Computer and Information Science and Engineering (CISE) was deployed to the 2016 summer cohort students at this REU IoT site. Results of the student preand post-surveys were statistically significant for the research skills and knowledge construct, but not significant for self-efficacy, intentions toward graduate school, attitudes toward the discipline of the assigned REU project, help seeking and coping behaviors, grit, scientific leadership, or scientific identity. A second evaluation was conducted, comparing student and faculty mentor post-survey scores on the self-efficacy construct. The results were not statistically significant, suggesting that students and faculty mentors had similar opinions on the ability of students to perform discrete research processes by the end of the REU. In this paper, we will describe the REU program recruitment strategy, structure, and activities; provide student contributions to the IoT research projects; discuss implications of our evaluation results; and share lessons learned. This paper may be especially interesting to faculty thinking about submitting a NSF REU CISE proposal and newly awarded PIs.

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Topics: Undergraduate research (66%)

6 Citations

Open access
24 Jun 2017-
Abstract: As the call to increase entrepreneurial training within academic engineering institutions increases, understanding the target audience and its motivations becomes increasingly important. This qualitative research study provides insight into the backgrounds and motivations of engineering students who exhibited high entrepreneurial interest during their sophomore or junior year. Students taking a Technical Communication for Engineers course were given a series of entrepreneurial interest questions. Those students whose scores indicated high interest were invited to participate in interviews to discuss their interest. Some of the students received entrepreneurship peer mentoring, while others did not. Grounded Theory analysis was performed, and the central theme of family role models was identified. Additional themes include other role models, communication, persistence, and overlap of skills between engineering and entrepreneurship.

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4 Citations

Open access
14 Jun 2015-
Abstract: Dr. Laura Bottomley, ASEE Fellow, is the Director of Women in Engineering and The Engineering Place for K-20 Outreach and a Teaching Associate Professor in the Colleges of Engineering and Education at NC State University. She teaches an Introduction to Engineering class for incoming freshmen in the College and Children Design, Invent, Create, a course for elementary education students that introduces them to engineering design and technology as well as various electrical engineering classes.

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Topics: Grit (51%)

3 Citations

Open accessJournal ArticleDOI: 10.37624/IJERT/13.9.2020.2453-2460
Abstract: In 21st century Africa, advocating for excellence and relevance in education has brought a significant change in engineering education (EE). Though, EE have not recorded much success in its achievement in African engineering institutions, as this may be connected to shortage of learning facilities, poor assessment of curriculum programmes, and lack of institutional support. With much debate on accomplishing excellence and relevance in EE, African EE are far from attaining the position of 21st century engineers; hence the crux of this paper. This paper was guided by Lev Vygotsky’s social constructivism theory, focusing on learning mainly takes place in social and cultural settings, rather than only an individual. This paper takes a look at the broad concepts of excellence and relevance in EE. Specifically, it explores how these concepts can shape EE and the role it plays in shaping EE, as well as its implications for the 21st century Africa. Thus, to address these gaps, recommendations such as evaluation of alternative teaching strategies, revived faculty and students’ collaborations, reconstructing engineering curriculum plus courses, rejuvenated EE advisory boards as well as inventing multi-disciplinary symposiums for 21st century skills were advocated.

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Topics: Excellence (61%), Engineering education (53%)

3 Citations


71 results found

Journal ArticleDOI: 10.1037/0022-3514.92.6.1087
Abstract: 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.

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Topics: Grit (66%), Academic achievement (54%), Conscientiousness (52%) ... show more

3,613 Citations

Open accessBook
Mark Petticrew1, Helen RobertsInstitutions (1)
16 Dec 2005-
Abstract: Such diverse thinkers as Lao-Tze, Confucius, and U.S. Defense Secretary Donald Rumsfeld have all pointed out that we need to be able to tell the difference between real and assumed knowledge. The systematic review is a scientific tool that can help with this difficult task. It can help, for example, with appraising, summarising, and communicating the results and implications of otherwise unmanageable quantities of data. This is important because quite often there are so many studies, and their results are often so conflicting, that no policymaker or practitioner could possibly carry out this task themselves.Systematic review methods have been widely used in health care, and are becoming increasingly common in the social sciences (fostered, for example, by the work of the Campbell Collaboration). This book outlines the rationale and methods of systematic reviews, giving worked examples from social science and other fields. It requires no previous knowledge, but takes the reader through the process stage by stage. It draws on examples from such diverse fields as psychology, criminology, education, transport, social welfare, public health, and housing and urban policy, among others.The book includes detailed sections on assessing the quality of both quantitative, and qualitative research; searching for evidence in the social sciences;meta-analytic and other methods of evidence synthesis; publication bias; heterogeneity; and approaches to dissemination.

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Topics: Systematic review (54%)

3,262 Citations

Journal ArticleDOI: 10.1080/00223890802634290
Abstract: In this article, we introduce brief self-report and informant-report versions of the Grit Scale, which measures trait-level perseverance and passion for long-term goals. The Short Grit Scale (Grit-S) retains the 2-factor structure of the original Grit Scale (Duckworth, Peterson, Matthews, & Kelly, 2007) with 4 fewer items and improved psychometric properties. We present evidence for the Grit-S's internal consistency, test-retest stability, consensual validity with informant-report versions, and predictive validity. Among adults, the Grit-S was associated with educational attainment and fewer career changes. Among adolescents, the Grit-S longitudinally predicted GPA and, inversely, hours watching television. Among cadets at the United States Military Academy, West Point, the Grit-S predicted retention. Among Scripps National Spelling Bee competitors, the Grit-S predicted final round attained, a relationship mediated by lifetime spelling practice.

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Topics: Grit (62%)

1,595 Citations

Open accessJournal ArticleDOI: 10.3389/FPSYG.2014.01072
Nienke Meulman1, Laurie A. Stowe1, Simone Sprenger1, Moniek Bresser1  +2 moreInstitutions (2)
Abstract: Event-related brain potentials (ERPs) can reveal online processing differences between native speakers and second language (L2) learners during language comprehension. Using the P600 as a measure of native-likeness, we investigated processing of grammatical gender agreement in highly proficient immersed Romance L2 learners of Dutch. We demonstrate that these late learners consistently fail to show native-like sensitivity to gender violations. This appears to be due to a combination of differences from the gender marking in their L1 and the relatively opaque Dutch gender system. We find that L2 use predicts the effect magnitude of non-finite verb violations, a relatively regular and transparent construction, but not that of gender agreement violations. There were no effects of age of acquisition, length of residence, proficiency or offline gender knowledge. Additionally, a within-subject comparison of stimulus modalities (written vs. auditory) shows that immersed learners may show some of the effects only in the auditory modality; in non-finite verb violations, an early native-like N400 was only present for auditory stimuli. However, modality failed to influence the response to gender. Taken together, the results confirm the persistent problems of Romance learners of Dutch with online gender processing and show that they cannot be overcome by reducing task demands related to the modality of stimulus presentation.

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Topics: Grammatical gender (53%), Verb (52%), N400 (51%)

1,057 Citations

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