Titel: Allt som glittrar är inte Grit - En kvantitativ studie om fastighetsmäklares Grit och  utbrändhet.Nivå: Examensarbete på Grundnivå (kandidatexamen) i ämnet företagsekonomi. Författare: David Dzebic och Adam Heikkilä Jonsson.Handledare: Katarina Arbin.Datum: 2022 – maj.  Syfte: Syftet med uppsatsen är att undersöka sambandet mellan Grit och fastighetsmäklares utbrändhet. Vidare undersöks om sambandets styrka och riktning påverkas av faktorer som kön, ålder, yrkesroll och tid i yrket.  Metod: Denna studies metod är av kvantitativ karaktär med ett deduktivt tillvägagångssätt. Datan samlades in med hjälp av en webbaserad enkät som skickades ut till urvalet, bestående av 1509 fastighetsmäklare, av hela populationen på 7642 stycken fastighetsmäklare. Totalt resulterade enkäten i 113 svar där alla svar kunde användas. För att analysera datan har statistikprogrammet JASP använts. För att kunna tolka och redovisa resultatet har Pearsons partiella korrelationsanalys, oberoende T-tester och ANOVA analyser utförts.  Resultat & slutsats: Resultatet visar att det finns ett samband mellan Grit och utbrändhet. Vidare visar resultatet att kvinnor löper en större risk att bli personligt utbrända och de fastighetsmäklare som har jobbat en längre tid är inte lika benägna att bli utbrända.  Examensarbetets bidrag: Studien bidrar med kunskap om sambandet mellan Grit och utbrändhet bland fastighetsmäklare samt visar att det finns ett samband. Dessa resultat är vidare användbara i praktiken då franchisetagare eller rekryterare kan, innan utbrändhet har uppstått, ta reda på om en individ är mer benägen att bli utbränd och rikta stöd till den individen.  Förslag till fortsatt forskning: Då utbrändhet och Grit är fortsatt viktiga ämnen att undersöka, reflekterade vi kring vidare forskning inom samma ämnesområde. Exempelvis hade det varit intressant att undersöka var i Sverige fastighetsmäklarna är mer utbrända och om en replikering av vår studie i ett annat land hade varit möjligt. Om Grit korrelerar med prestation och lön och slutligen varför kvinnliga fastighetsmäklare är mer utbrända än manliga fastighetsmäklare. / Title: All that glitters isn’t Grit - A quantitative study about real estate agent’s Grit and  burnout.Level: Student thesis, final assignment for Bachelor Degree in Business Administration Authors: David Dzebic and Adam Heikkilä Jonsson.Supervisor: Katarina Arbin.Date: 2022 – May.  Aim: The purpose of this study is to examine the correlation between Grit and real estate agents’ burnout. Furthermore, it is examined whether the strength and direction of the relationship is affected by factors such as gender, age, professional role and time in the profession.  Method: This study is based on a quantitative research method with a deductive approach. The data has been collected using a survey that was sent out to the sample, consisting of 1509 Swedish real estate agents, of the entire population of 7642 real estate agents. The survey resulted in 113 responses where all responses could be used. To analyze the data, the statistical program JASP was used. To interpret the study’s results, Pearson’s partial correlation analysis, independent t-tests and ANOVA analyzes have been performed.  Result & Conclusion: The results show that there is a connection between grit and burnout. Furthermore the results show that women are at greater risk of being personally burnt out and the real estate agents who have been in the profession for a longer period were not as likely to be burnt out.  The contribution of the study: The study contributes with knowledge about the correlation between Grit and burnout amongst real estate agents. These results are further useful in practice and give franchisees and recruiters a chance to, before burnout has occurred, find out if an individual is more likely to be burned out and thus give direct support to that person.  Suggestions for future research: As burnout and grit are still important topics to research on, we reflected on further research in the same subject area. For example, where in Sweden are real estate agents more burnt out and if a replication of our study would be possible in another country. Whether grit correlates with performance and salary and finally why female real estate agents are more burnt out than male real estate agents.

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The purpose of this study was to identify the strategies that school administrators indicate they use to develop and sustain the growth mindset in classroom teachers. The researcher interviewed three administrators from a small, rural county in Virginia to gain understanding of established practices (see Appendix D). Two research questions frame this study: What strategies do Virginia public elementary school administrators use to support and sustain the growth mindset of classroom teachers and how do Virginia public elementary school administrators perceive the importance of developing a growth mindset of classroom teachers? This study seeks to contribute to the body of work completed by Dweck (2006) on fixed and growth mindsets. Additionally, this study will further contribute to the research of Abboud (2019), which explored evidenced-based strategies utilized by building principals in California high schools that supported high-yielding student achievement. An analysis of data revealed important steps that help in the development and sustainability of a growth mindset, as well as suggestions for future research. School divisions and administrators could provide teachers opportunities for growth mindset professional development in support of learning strategies for best practices in teaching. School divisions and administrators benefit when teachers are trained in growth mindset development. In addition, the study found, administrators should form PLCs in schools to provide opportunities for sharing and collaboration amongst peers related to growth mindset. School divisions should encourage administrators in providing timely feedback to teachers and follow up related to developing a growth mindset. / Doctor of Education / The purpose of this study was to identify the strategies that school administrators indicate they use to develop and sustain a growth mindset in classroom teachers. An analysis of this relationship revealed important steps that help in the development and sustainability of a growth mindset. The researcher interviewed three administrators from a small, rural county in Virginia to gain understanding of established practices (see Appendix D). Two research questions frame this study: What strategies do Virginia public elementary school administrators use to support and sustain the growth mindset of classroom teachers and how do Virginia public elementary school administrators perceive the importance of developing a growth mindset of classroom teachers? Data were collected and analyzed to determine themes. Major findings of this research reveal four steps administrators used to support teachers in developing, supporting, and sustaining a growth mindset in classroom teachers, as well as suggestions for future research. School divisions and administrators could ensure teachers are provided opportunities for growth mindset professional development in support of learning strategies for best practices in teaching. School divisions and administrators benefit when teachers are trained in growth mindset development. In addition, the study found, administrators should form PLCs in schools to provide opportunities for sharing and collaboration amongst peers to support a growth mindset. School divisions should encourage administrators in providing timely feedback to teachers and follow up related to developing a growth mindset.

Adolescence is a time of transition, growth, and identity exploration. Often this great time for growth is accompanied with an increase in stressors that can be detrimental to success and health, without the necessary coping mechanisms. It is a period of life where resilience and grit are extremely important. A post-traumatic growth definition for resilience allows for the possibility of a steeling effect, in which the resilience of an adolescent can grow and develop. Sport provides an ideal environment for the development of both grit and resilience by providing a safe environment for adversity to occur without detrimental consequences. In a previous study done by Caldarella et al. (2019), they explored sport and its effect on resilience in adolescents. However, this previous study only used a parent report. The current quasi-replication aimed to compare high school athletes and non-athletes and their levels of grit and resilience using an online self-report and parent report method with the Grit scale and SEARS measurement. I found that athletes who participate in three or more sports have higher levels of perceived resilience (p = .017). For future studies I recommend a larger sample size as well as examining how other extracurricular activities may impact grit and resilience.

This study examined the direct and indirect associations of the perceived coach-created motivational climate, athletes' implicit theory, and athletes' achievement goal orientation in relation to their levels of grit. Five hundred twenty-three Division I and II collegiate student-athletes (male = 246, female = 277) from five institutions across the south-central and southeast areas of the United States completed self-report measures assessing the previously described constructs. The measurement model fit the data well (SRMR = .055; CFI = .938; RMSEA = .067) and demonstrated invariance across the male and female athletes. The structural model demonstrated adequate fit (SRMR = .088; CFI = .918; RMSEA = .068). All direct and indirect paths in the model were significant in the expected direction, with the exception of the direct path from entity theory to ego goal orientation and the indirect path from ego-involving climate to ego goal orientation through entity theory, which were both non-significant. The mastery-incremental constructs accounted for 65% of the variance in grit. Results indicate that achievement motivation theory is an appropriate framework through which to examine grit, and achievement motivation constructs may be significant antecedents of grit's development. Limitations and future directions are discussed.

<p> Students who achieve their long-term goal of graduating from college are models of persistence and grit. Grit is the self-regulatory construct defined as “passion and perseverance for long-term goals despite setbacks, failures, and competing pursuits” (Eskreis-Winkler, Gross, Duckworth, 2016) and has been associated with both academic and workplace success (Eskreis-Winkler, Duckworth, Shulman, & Beal, 2014). Unfortunately, 37% of freshmen drop out of college by the end of their freshmen year (Almeida, 2016; Snyder, de Brey, & Dillow, 2018). The college classroom provides an optimal environment for institutions of higher learning to foster the grit-to-graduate<i> </i>in college freshmen, to enhance learning and academic success, and to increase goal commitment to graduation, degree achievement, and career readiness.</p> <p> The purpose of this study was to investigate whether six pedagogical interventions and project adaptations would increase student grit in an entry-level communication class heavily comprised of freshmen. Four class sections were administered the 12-item grit scale (Duckworth, 2019) during the first and last week of first semester at a Midwestern University (<i>N</i>=79). The experimental group received the pedagogical grit interventions throughout the semester; the control group did not. A repeated measures ANOVA computed the variance of grit scores between the groups. Students in the experimental group also provided quantitative and qualitative data about which pedagogical instruments they found most effective.</p> <p> While the hypothesis was not supported, student feedback on the six grit interventions was largely positive. Ideas for improving the interventions and for fostering grit and college persistence in freshmen are included.</p> <br>

Syftet med studien var att (a) undersöka grit och inre motivations prediktiva förmåga till att uppnå motionsmål samt att (b) undersöka om inre motivation hade en indirekt effekt på motionsmål genom grit i en medieringsanalys. Studien var en longitudinell studie med två mättillfällen där Grit-s, BREQ-4 och GLTEQ besvarades med fem veckors intervall. 53 motionärer, 23 män och 30 kvinnor i åldrarna 18-81(M=36,97 SD=18.90), deltog. Resultatet visade att både grit och inre motivation predicerade uppnådda motionsmål. Inre motivation predicerade uppnådda motionsmål till högre utsträckning. Vidare visade medieringsanalysen ingen signifikant indirekt effekt. Sammanfattningsvis belyser studiens resultat att aktiva motionärer med inre motivation motionerar mer frekvent och uppnår motionsmål till högre grad än motionärer med grit. Resultatet kan anses användbart för att förstå betydelsen av inre motivation i samband med motion samt hur inre motivation kan vara relaterat till grit. / The purpose of the study was to (a) investigate the predictive ability of grit and intrinsic motivation to achieve exercise goals and (b) examine whether intrinsic motivation had an indirect effect on exercise goals through grit in a mediation analysis. The study was a longitudinal study with two measurement cases where Grit-s, BREQ-4 and GLTEQ were answered two times between a five-week interval. 53 exercisers, 23 men and 30 women aged 18-81 (M = 36.97 SD = 18.90) participated. The result showed that both grit and intrinsic motivation predicted achieved exercise goals. Intrinsic motivation predicted achieved exercise goals to a greater extent. Furthermore, the mediation analysis showed no significant indirect effect. To sum up, the study's results show that active exercisers with intrinsic motivation exercise more frequently and achieve exercise goals to a greater extent than exercisers with grit. The result can be considered useful for understanding the importance of intrinsic motivation related to exercise and how intrinsic motivation can be related to grit.

Abstract Background: Procrastination or the tendency to delay various actions despite knowing that this delay will likely bring negative consequences, is a widespread phenomenon. It has been found to be especially common among college students and has been linked to various negative outcomes. Aim: The current study aimed to explore the relationship between procrastination and self-efficacy for self-regulation (belief in ones ability to successfully self-regulate) and grit (to pursue important goals over long periods of time with passion and determination, despite setbacks or distractions) in a sample of 208 Swedish university students. Method: Self-report measures relating to the relevant constructs were administered to the students and analysed using correlational and partial correlational tests. Results: Results indicated that procrastination were strongly negatively correlated with both grit and self-efficacy for self-regulation. Self-efficacy for self-regulation were also found to be a partial mediator of the relationship between grit and procrastination. Conclusion: More research is needed on the relationship between self-efficacy for self-regulation and procrastination. Additionally, a more conceptually valid scale to measure grit should be developed. / Abstrakt Bakgrund: Prokrastinering eller, tendenser till att skjuta upp olika saker trots vetskapen om att förseningen troligen kommer medföra negative konsekvenser, är ett utbrett fenomen. Prokrastinering har befunnits vara särskilt vanligt bland universitetsstudenter och har sammankopplats med en flera negativa konsekvenser. Syfte: Syftet med den aktuella studien var att undersöka relationen mellan prokrastinering, ”self-efficacy for self-regulation” (tilltron till sin egen förmåga att framgångsrikt utöva självreglering) och grit (förmågan att, med beslutsamhet och passion, jobba mot ett viktigt mål över långa tidsperioder, trots motgångar och distraktioner. Metod: Självskattningsskalor relaterade till de relevanta konstrukten delades ut till studenterna som deltoga i studien och test för korrelation och partiell korrelation användes för att analysera resultaten. Resultat: Resultaten indikerade att prokrastinering var starkt negativt korrelerad med både grit och ”self-efficacy for self-regulation”. ”Self-efficacy for self-regulation” visade sig också vara en partiell mediator mellan grit och prokrastinering. Slutsats: Mer forskning behövs kring relationen mellan ”self-efficacy for self-regulation” och prokrastinering.  Ett mer konceptuellt valitt mätinstrument för grit behöver dessutom utvecklas.

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