AM I GRITTY AND READY? MEASURING LEARNERS’ GRIT AND COLLEGE READINESS

Abstract

Traditionally, a learner's academic achievement is associated with cognitive abilities that parents, peers, and teachers mostly appreciate. However, academic success is not always labeled by cognitive factors but intertwined with non-cognitive abilities that could help achieve careers. Learners' psychological capacities may affect their career choices and how they are ready for college, specifically in the concept of grit - the perseverance and passion for long-term goals. This paper discusses that grit is a determining factor in becoming college-ready. The gathered data prevails that learners' overall grit obtains a moderate level with its domains. Among the Grade 12 learners, most of them are moderately gritty amidst different adversities of their lives wherein females are grittier than males. The relationship between college readiness and overall grit reveals that being gritty has a significant positive relationship with college readiness. The learners' General Pointed Average presents a low positive indirect effect on college readiness, but overall-grit obtains a high positive direct effect on college readiness. In addition, the General Pointed Average of learners is not only a justification that a learner is college-ready but also considers other factors, specifically grit and other psychological and social circumstances. Further, developing and maintaining the grittiness of learners is essential for their growth and aspirations. It is the challenge for educators and guidance advocates to assess the learners' psychological capacities. Thus, it will help to continue and enhance guidance programs in schools that could help address the need for learners' readiness for college and other psychological necessities.