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

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

*Corresponding author for this work

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Abstract

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.

Original languageEnglish
Article number149
Number of pages12
JournalBMC Psychology
Volume12
Issue number1
DOIs
Publication statusPublished - 14-Mar-2024

Keywords

  • Academic grit
  • Academic grit scale
  • Factor structure
  • Measurement invariance
  • Middle- and upper-grade primary school students

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