Grit and flourishing are important constructs that focus on self-potential of individuals, yet there are mixed findings about gender differences in grit and flourishing. Therefore, the objective of this study was to examine the relationship between grit and flourishing among university students. In addition, this study also aimed to examine gender differences in grit and flourishing. This study employed a survey design by administering a questionnaire to 143 undergraduate students. The Short Grit Scale was used to measure grit and The Flourishing Scale was used to measure flourishing. Pearson correlation analysis and regression were used in this study. The findings of the study found that there was a significant relationship between grit and flourishing. Meanwhile, the results of regression analysis showed that 21% of the variance was contributed by grit to flourishing. Results also showed no significant difference of grit and flourishing based on gender. Findings of this study imply the importance of grit and flourishing in helping to increase the potential of individuals. Further research can explore the role of grit and flourishing in empowering self-efficacy and well-being among individuals.
Ahrens, C. J. C., & Ryff, C. D. (2006). Multiple roles and well-being: Sociodemographic and psychological moderators. Sex Roles: A Journal of Research, 55(11-12), 801–815.
Ali, J., & Rahaman, A. (2012). A comparative study of grit between male and female fencers of Manipur. Shield, 7, 32–36.
Bakker, A. B., & Schaufeli, W. B. (2008). Positive organizational behavior: Engaged employees in flourishing organizations. Journal of Organizational Behavior, 29(2), 147-154.
Batz, C., & Tay, L. (2017). Gender differences in subjective well-being. In E. Diener, S. Oishi, & L. Tay, (Eds.). e-Handbook of Subjective Well-Being. NobaScholar.
Boekaerts, M. (1993). Being concerned with well-being and with learning. Educational Psychologist, 28(2), 149-167.
Bowman, N. A., Hill, P. L., Denson, N., & Bronkema, R. (2015). Keep on truckin’ or stay the course? Exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions. Social Psychological and Personality Science, 6(6), 639-645.
Christensen, R. R., & Knezek, G. (2014). Comparative measures of grit, tenacity and perseverance. International Journal of Learning, Teaching and Educational Research, 8 (1), 16-30.
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33(4), 584–608.
De la Fuente, R., Parra, A., Sánchez-Queija, I., & Lizaso, I. (2019). Flourishing during emerging adulthood from a gender perspective. Journal of Happiness Studies, 21, 2889-2908.
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2009). New measures of well-being: Flourishing and positive and negative feelings. Social Indicators Research, 39, 247-266.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91,166–174.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelley, D. R. (2007). Grit: Perspective and passion for long term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.
Duckworth, A. L., Steen, T. A., & Seligman, M. E. P. (2005). Positive psychology in clinical practice. Annual Review of Clinical Psychology, 1, 629-651.
Dykman, B. M. (1998). Integrating cognitive and motivational factors in depression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology, 74(1), 139–158.
Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. (2014). The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5, 36. https://doi.org/10.3389/fpsyg.2014.00036.
Ferguson, L. J., & Gunnel, K. E. (2016). Eudaimonic well-being: A gendered perspective. In Vittersø, J., (Ed.); Handbook of Eudaimonic Well-Being (pp. 427–436). Cham, Switzerland: Springer.
Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology: Journal of Division 1, of the American Psychological Association, 2(3), 300–319.
Howell, A. J., & Buro, K. (2014). Measuring and predicting student well-being: Further evidence in support of the flourishing scale and the scale of positive and negative experiences. Social Indicators Research, 121(3), 903–915.
Huta, V., & Waterman, A. S. (2013). Eudaimonia and its distinction from hedonia: Developing a classi?cation and terminology for understanding conceptual and operational de?nitions. Journal of Happiness Studies, 15(6), 1425–1456.
Isen, A. M., & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29(4), 295-323.
Jain. S., & Sunkarapalli, G. (2019). Relationship between grit and flourishing among NCC and NON-NCC students. International Journal of Indian Psychology, 7(2), 560-570.
Joseph, S., & Wood, A. M. (2010). Assessment of positive functioning in clinical psychology: Theoretical and practical issues. Clinical Psychology Review, 30, 830–838.
Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24(4), 330–358.
Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207–222.
Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62(2), 95-108.
Keyes, C. L. M. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73(3), 539-548.
Keyes, C. L. M., Shmotkin, D., & Ryff, C. D. (2002). Optimizing well-being: The empirical encounter of two traditions. Journal of Personality and Social Psychology, 82(6), 1007-1022.
Kleiman, E. M., Adams, L. M., Kashdan, T. B., & Riskind, J. H. (2013). Gratitude and grit indirectly reduce risk of suicidal ideations by enhancing meaning in life: Evidence for a mediated moderation model. Journal of Research in Personality, 47(5), 539-546.
Kumar, S., & Rathee, R. (2019). Gender differentiates the account of grit: An empirical study. Research Review International Journal of Multidisciplinary, 4(5), 877-879.
Di?cult. Available at: https://iq.hse.ru/en/news/196842117.html
Kuptsova, S., and Ivanova, M. (2016). Why Men Find Switching Tasks More
Di?cult. Available at: https://iq.hse.ru/en/news/196842117.html
Kuptsova, S., and Ivanova, M. (2016). Why Men Find Switching Tasks More
Di?cult. Available at: https://iq.hse.ru/en/news/196842117.html
Kuptsova, S., & Ivanova, M. (2016). Why men find switching tasks more difficult. Available at: https://iq.hse.ru/en/news/196842117.html
Le Fevre, M., Matheny, J., & Kolt, G. S. (2003). Eustress, distress, and interpretation in occupational stress. Journal of Managerial Psychology, 18(7), 726-744.
Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97(2), 197–213.
Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. New York, NY: Oxford University Press.
Padhy, M., Hariharan, M., & Mutnury, S. L. (2021). Flourishing: Role of perseverance and passion for long-term goals in relation to subjective vitality. International Journal of Health Sciences and Research, 11, 6-12.
Patalay, P., & Fitzsimons, E. (2018). Development and predictors of mental ill-health and wellbeing from childhood to adolescence. Soc Psychiatry Psychiatr Epidemiology, 53(12), 1311-1323.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. (2006). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.). Emotion in education (pp. 13-36). Amsterdam: Academic Press.
Robinson, W. L. (2015). Grit and demographic characteristics associated with nursing student course engagement (Unpublished doctoral thesis). Indiana University Purdue University Indianapolis, Indiana.
Roeser, R. W., Strobel, K. R., & Quihuis, G. (2002). Studying early adolescents' academic motivation, social–emotional functioning, and engagement in learning: Variable- and person-centered approaches. Anxiety, Stress and Coping, 15(4), 345–368.
Rogoza, R., Wyszynska, P., Rogoza, M., & Cieciuch, J. (2016). Differentiation of the two narcissistic faces in their relations to personality traits and basic values. Personality and Individual Differences, 95, 85-88.
Ryan, R. M., & Deci, E. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141-166.
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081.
Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies, 9(1), 13–39.
Salles, A., Cohen, G. L., & Mueller, C. M. (2014). The relationship between grit and resident well-being. American Journal of Surgery, 207(2), 251-254.
Schiffrin, H. H., & Nelson, S. K. (2010). Stressed and happy? Investigating the relationship between happiness and perceived stress. Journal of Happiness Studies, 11(1), 33-39.
Schotanus-Dijkstra, M., Pieterse, M., Drossaert, C., & Westerhof, G. J. (2015). What factors are associated with flourishing? Results from a large representative national sample. Journal of Happiness Studies, 17(4). DOI 10.1007/s10902-015-9647-3.
Seligman, M. E. P. & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. The American Psychologist, 55(1), 5-14.
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York, NY: Free Press.
Seligman, M. E. P. (1998). Building human strength: Psychology’s forgotten mission. APA Monitor, 29, 2.
Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410-421.
Sideridis, G. D. (2005). Goal orientation, academic achievement, and depression: Evidence in favor of a revised Goal Theory framework. Journal of Educational Psychology, 97(3), 366-375.
Sigmundsson, H., Haga, M., & Hermundsdottir, F. (2020). Passion, grit and mindset in young adults: Exploring the relationship and gender differences. New Ideas in Psychology, 59, 100795.
Sigmundsson, H., Guðnason, S., & Johannsd´ottir, S. (2021). Passion, grit and mindset: Exploring gender differences. New Ideas in Psychology, 63(1), 100878.
Silva, A. J., & Caetano, A. (2011). Validation of the Flourishing Scale and Scale of Positive and Negative Experience in Portugal. Social Indicators Research, 110, 469–478.
Simmons, B. L., & Nelson, D. L. (2001). Eustress at work: The relationship between hope and health in hospital nurses. Health Care Manage Rev, 26(4), 7-18.
Singh, K., & Jha, S. D. (2008). Positive and negative affect, and grit as predictors of happiness and life satisfaction. Journal of the Indian Academy of Applied Psychology, 34(Spec Issue), 40-45.
Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89(1), 71-81.
Tang, X., Duan, W., Wang, Z., & Liu, T. (2014). Psychometric evaluation of the simplified Chinese version of flourishing scale. Res Soc Work Pract., 26(5). https://doi.org/10.1177/1049731514557832
Turner, J. C., Meyer, D. K., Cox, K. E., Logan, C., DiCintio, M., & Thomas, C. (1998). Creating contexts for involvement in mathematics. Journal of Educational Psychology, 90, 730-745.
Vainio, M. M., & Daukantaité, D. (2016). Grit and different aspects of well-being: Direct and indirect relationships via sense of coherence and authenticity. Journal of Happiness Studies, 17(5), 2119-2147.
Valdez, J., & Datu, J. A. (2020). How do grit and gratitude relate to flourishing? The mediating role of emotion regulation. Perspectives on Grit: Contemporary Theories, Assessments, Applications, and Critiques. Springer.
Von Culin, K., Tsukayama, E., & Duckworth, A. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. The Journal of Positive Psychology, 9(4), 306-312.
Waterman, A. S., Schwartz, S. J., Zamboanga, B. L., & Ravert, R. D. (2010). The Questionnaire for Eudaimonic Well-Being: Psychometric properties, demographic comparisons, and evidence of validity. The Journal of Positive Psychology, 5(1), 41-61.
In-Text Citation: (Shariff et al., 2022)
To Cite this Article: Shariff, M. I. A. bin, Sulaiman, W. S. W., & Khairudin, R. (2022). Exploring the Relationship between Grit and Flourishing: Are There Gender Differences? International Journal of Academic Research in Business and Social Sciences, 12(3), 493–503.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode