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When Grit Hurts

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Vicky Gebert

on 29 November 2016

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Transcript of When Grit Hurts

1. Research Questions
Does one definition of grit really address all the different kinds of grit?

Should hard grit (i.e.
grit that's been forced on you by trying life circumstances
) and soft grit (i.e.
grit that's been encouraged and learned through positivity, encouragement, and support
) be approached differently?

Is
soft grit
more conducive to positive thinking, positive social development, and academic success?

If yes, how do we soften hard grit
without doing a disservice to hardened students
?
2. Initial Findings
growth mindset
the belief that you can develop your talents and abilities through hard work, good strategies, and help from others.

fixed mindset
the belief that talents and abilities are unalterable traits, ones that can never be improved

"We have come to realize that every one of us is a mixture of both mindsets: sometimes we're in a growth mindset, and sometimes we’re triggered into a fixed mindset by what we perceive as threats. These can be challenges, mistakes, failures, or criticisms that threaten our sense of our abilities -- for example, venturing into unknown territory with a new teaching method, confronting a student who is not learning, or comparing ourselves to a more accomplished educator. Are we inspired to try new things, or are we anxious or defensive?
2. Initial Findings (cont.)
"Research suggests that success in the classroom and in the work force is linked to the acquisition of a set of non-cognitive skills such as: (a)
grit
, (b)
intrapersonal skills
, (c)
interpersonal skills
, (d)
adaptability
, and (e)
stress management
(Bar-On, 2006; Bar-On & Parker, 2000; Duckworth et al., 2007; Gardner, 1983; Goleman, 1995; Salovey & Mayer, 1990; Tough, 2012). The latter four skills (b-e) are considered skills of emotional-social intelligence (Bar-On, 2006)"

Duckworth et al. (2007) defined “grit” as:
"working strenuously toward challenges, maintaining effort and interest over years despite failure, adversity, and plateaus in progress. The gritty individual approaches achievement as a marathon; his or her advantage is stamina. Whereas disappointment or boredom signals to others that it is time to change trajectory and cut losses, the gritty individual stays the course. (p. 1087)"

http://repository.usfca.edu/cgi/viewcontent.cgi?article=1302&context=diss
Softening Grit?
whether, why, and how to encourage a growth mindset in children that have been forced to be "tough"
3. Seek audience input
What questions do you have for your peers based on what you've done so far?
a. Brainstorm more sources of hard grit? Death of a loved one, parental divorce, domestic violence, violence in the community, etc. Do some contexts inevitably encourage a harder grit than others?

b. Other than good parents, good teachers, and good genes, what could be some protective factors (i.e. environmental factors that encourage soft grit over hard grit)?

c. From the definitions I gave on soft grit, hard grit, growth mentality, and fixed mentality, please answer the following questions:

1) Do you consider yourself in the soft grit or hard grit category?
2) Do you generally approach academics with a growth mentality or a fixed mentality?
3) Has your grit and/or mentality ever held you back academically, emotionally, or socially? If yes, how? If no, why not?
Full transcript