The goal of this short-term longitudinal study was to examine the functioning of the grit measure; grit's relation to emotional engagement; and grit's prediction of later literacy achievement, above and beyond emotional engagement, among dual language learners. Data were collected at two time points four months apart with dual language learner, third- through fifth-grade students (n = 142; 75% Latina/o; mean age 9.47 years old; 54% female). Results suggested that student- and teacher-reported grit scores were reliable and fit the two-factor construct, and grit overlapped with engagement. We found that teacher-reported engagement and student- and teacher-reported grit perseverance of effort (grit-pe) were significant sole predictors of Time 2 literacy achievement; teacher-reported engagement, not grit, remained a significant sole predictor even when controlling for Time 1 literacy achievement. When including grit-pe, grit consistency of interests, and engagement in the same model, student-reported grit-pe was the only significant predictor of Time 2 literacy achievement, without Time 1 literacy as a control. Discussion centers on grit-pe's utility for prediction of literacy achievement, above and beyond similar socioemotional constructs, among young dual language learners.

中文翻译：

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双语学习者在小学时的毅力、参与度和识字成绩

这项短期纵向研究的目标是检查砂砾测量的功能；勇气与情感投入的关系；和毅力对双语学习者以后的识字成就的预测，超越情感参与。在相隔四个月的两个时间点收集双语学习者、三年级至五年级学生的数据（n = 142；75% 拉丁裔/o；平均年龄 9.47 岁；54% 女性）。结果表明，学生和教师报告的毅力分数是可靠的，符合双因素结构，毅力与参与度重叠。我们发现教师报告的参与度和学生和教师报告的毅力 (grit-pe) 是时间 2 识字成绩的重要唯一预测因素；教师报告的参与度，而不是勇气，即使在控制时间 1 识字成绩时，仍然是一个重要的唯一预测因素。当在同一模型中包括grit-pe、兴趣的毅力一致性和参与度时，学生报告的grit-pe 是时间 2 识字成绩的唯一重要预测因子，没有时间 1 识字作为对照。讨论的中心是在年轻的双语学习者中，grit-pe 在预测识字成绩方面的效用，超越了类似的社会情感结构。