Current literature focusing on those exposed to disaster includes calls for more studies with populations who have regular exposure to extreme weather events. The current study reported on a secondary data analysis with a sample of 240 heterosexual couples living in or near coastal regions in the southeast US, who were at risk of experiencing disaster events during the 2019 hurricane season (June-December). An actor-partner interdependence model was fit to the dyadic data via path analysis to test the mediating effect of grit on the relationship dyadic coping (mental health and attachment behaviors) and disaster-related losses, accounting for trauma history. Negative, indirect actor effects suggested women's trauma history is associated with their own attachment behaviors, through lower levels of grit. Direct effects were also found, women's higher levels of trauma history were associated with lower levels of grit for themselves and their husbands. Lastly, male and female partner's higher grit levels were associated with lower levels of male's mental health outcomes (e.g., post-traumatic stress symptoms). Clinical implications were provided for how couple and marriage therapists can best serve couples facing trauma history and disaster-related loss.

Introduction: The purpose of this study is to determine whether certain personality traits are as prominent in pharmacy practice residents who obtain positions through the post-Match process, previously referred to as the Scramble, as compared to residents who match directly with programs. Methods: Pharmacy residency program directors (RPDs) across the United States were asked to complete an electronic survey that gauged RPD perceptions of 13 personality traits commonly seen in pharmacy residents. RPDs were requested to separately evaluate residents who Scrambled and Matched to their respective programs. Exploratory factor analysis (EFA) was used to determine factor structure for the personality traits and to assess whether factors associate differentially between Matched and Scrambled residents. Results: A total of 1876 RPDs of post-graduate year one (PGY1), post-graduate year two (PGY2), and combined PGY1 and PGY2 pharmacy residency programs were contacted for study participation with a response rate of 21 percent. Demographic variables related to program type and number of residents per class were similar between Scrambled and Matched groups. The EFA identified two factors across 13 traits: we termed them as traditional traits and grit-like traits, and they significantly differed between the Scramble and Match groups. RPD perception of traditional traits (nine traits) were significantly higher in the Match group (p < 0.05), whereas perceived grit-like traits (four traits) were significantly higher in the Scramble group (p < 0.0001). Conclusion: Residency candidates who Match versus candidates who Scramble are perceived to have unique and significantly different personality traits.

Denna studie undersöker fenomenet bakgrundsmusik i bildklassrum och hur elever upplever att detta inverkar för möjligheterna att arbeta med sitt skapande. Detta görs då fenomenet är vanligt förekommande. Min studie utgick från en fenomenologisk ansats för att få syn på hur elever upplever ett fenomen. Teoretiskt är studien inspirerad av Biestas syn på eleversmöjligheter att handla och vara subjekt. Studiens syfte är undersöka och få syn på hur elever upplever att musik i bildsalen inverkar för deras möjlighet att arbeta med sitt skapande samtbidra med nyanseringar av hur vi kan förhålla oss till fenomenet. Frågor som ställs i studien ärföljande:På vilka sätt inverkar musik i bildsalen för elevers möjligheter att arbeta med sitt skapande?Utifrån denna fråga utvecklades följande frågor:På vilka sätt uttrycker elever att olika musikgenrer som spelas inverkar?Har sättet musik blir tillgänglig för elever inverkan för upplevd delaktighet på bildlektionen och varför? Undersökningen gjordes i en årskurs 9 och metoder för empiriinsamling var deltagande observation, bildelicitering och fältanteckningar. Empirin analyseras med följande teorier och begrepp: subjekt, att stå i dialog, grit och groove. I studiens resultatdel besvaras frågeställningarna. I slutdiskussionen lyfter jag frågor att undersöka vidare. Mitt gestaltande arbete bestod av en workshop på Konstfacks vårutställning. Deltagarna fick utföra enfärgblandningsuppgift samtidigt som olika musik spelade. Vi diskuterade deltagarnas reflektioner om hur de upplevde att olika musik inverkade när de skapade.

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Researchers and health care professionals agree that living an inactive lifestyle negatively impacts individuals and communities (Centers for Disease Control and Prevention [CDC], 2018; Lee et al., 2012), and ongoing research highlights the benefits for adults achieving a recommended 150 minutes of physical activity (PA) per week (CDC, 2018; US Department of Health and Human Services [HHS], 2018; Warburton, Nicol, & Bredin, 2006). However, despite these benefits, only 20% of individuals comply with these recommendations (American College Health Association [ACHA], 2017; Blackwell & Clarke, 2018; HHS, 2018). A recent area of research to address this issue explores psychological non-cognitive skills in predicting exercise behavior (Orvidas et al., 2018; Walton, 2014; Wilson, 2006; Yeager & Walton, 2011). The current study explored the relationships among college student exercise behavior and non-cognitive skills: exercise self-efficacy, grit, and mindset. In Phase 1 (quantitative portion) of the study, participants (N = 366) completed a survey online assessing the above variables as well as collecting various demographic information. In Phase 2 (qualitative portion), participants (n = 10) were interviewed to further explore the variables and potentially help explain the quantitative results. Phase 1 data were analyzed through Pearson correlations, linear and multiple regressions, and MANOVAs. Results showed that Grit (Grit-S), Grit-Perseverance (Grit-P), Mindset (ITF), and Exercise Self-Efficacy (ESE) were significantly positively correlated with college student exercise behavior; however, all correlations were weak, with the exception of ESE being moderately correlated. Grit-Interest (Grit-I) was not significantly correlated. Furthermore, the results of the regression analysis showed only ESE making a significant contribution to the variance, further suggesting it as a moderately strong predictor of exercise behavior. In terms of the relationship between the variables, results showed that Grit-S was significantly strongly positively related to Grit-P and Grit-I and significantly, but weakly, positively related to ITF and ESE. In addition, ITF and ESE were significantly, but weakly, positively related. Finally, the sample was split into three groups: Insufficiently Active (IA), Active (A), and Highly Active (HA) based on adapted HHS 2018 PA Guidelines. Overall, the groups were significantly different. Specifically, the HA group reported significantly higher Grit, Grit-P, Mindset, and ESE than the IA group. The A group was only significantly different from IA and HA groups for ESE. However, the differences, again, had marginal effect with the exception of ESE. The current study reinforces the importance of ESE in exercise behavior, which seems to hold true for college students. In addition, it sheds light on the domain-specificity of non-cognitive skills, the need for continued analysis of measurement scales, the uni- or multi-dimensionality of constructs, particularly Grit, and the necessity of further research on the connection between non-cognitive skills and exercise behavior. Keywords: Grit, mindset, self-efficacy, non-cognitive skills, exercise behavior, college students, perseverance, goal-setting / Kinesiology

This multi-case study sought to better understand how students with intellectual disability (ID) are forging pathways to higher education via the community college. Five individuals with ID who accessed higher education via the community college and their parents/guardians were interviewed. Each case provided insight into personal pathways with results given in case descriptions and individual case themes. Cross-case analysis revealed four themes positively impacting the college-going pathway for students with ID: value-driven grit, pathway knowledge, community support, and accessibility. Based on findings from this study, families appear to be the primary systems forging pathways to the community college for individuals with ID. Local education agencies and community colleges can assist these families by engaging in interagency collaboration, evaluating their systems, and aligning practices to the goal of students with ID accessing and engaging in higher education.

The purpose of this study was to examine the role of grit and intrinsic motivation regarding students' propensity to procrastinate. Three specific research questions were constructed: "How much of the variance in participants' procrastination is explained solely by their degree of grit?" "Does the degree of intrisic motivation contribute with additional explanatory information for the regression between grit and procrastination?" "Is intrisic motivation a mediator for the regression between grit and procrastination?" To test this, a hierarchical multiple regression analysis was constructed. To collect data an electronic questionnaire was constructed. The sample consisted of 271 students who all studied at Karlstad University. The data was collected through the learning platform itslearning. Grit was measured with Swedish-Grit Scale. Intrinsic motivation was measured with a modified version of Task Evaluation Questionnaire and the students' propensity to procrastinate was measured with Pure Procrastination Scale. Grit and intrinsic motivation constituted the independent variables and the students' propensity to procrastinate was the dependent variable. The results showed that both the grit and intrinsic motivation significantly contributed with explained variance in the students' propensity to procrastinate. The strongest predictor variable was grit. The results also showed that intrinsic motivation was not a mediator for the regression between grit and procrastination. The conclusion is that grit should play a greater part in the Swedish school system. / Syftet med studien var att undersöka betydelsen av grit och inre motivation för studenters benägenhet att prokrastinera. Tre konkreta frågeställningar konstruerades: ”Hur stor del av variansen inom deltagarnas prokrastinering förklaras ensamt av deras grad grit?”, ”Bidrar inre motivation med ytterligare förklarande information för regressionen mellan grit och prokrastinering?” och “Är inre motivation en mediator för regressionen mellan grit och prokrastinering?” För att testa detta genomfördes en hierarkisk multipel regressionsanalys. För att samla in data konturerades en elektronisk enkät. Stickprovet bestod av 271 studenter som alla studerade på Karlstads universitet. Datainsamlingen gjordes via lärplattformen itslearning. Grit mättes med Swedish-Grit Scale. Inre motivation mättes genom en modifierad version av Task Evaluation Questionnaire Prokrastinering mättes med hjälp av Pure Procrastination Scale. Grit och inre motivation utgjorde oberoende variabler och studenternas prokrastineringsbeteende utgjorde den beroende variabel. Resultatet visade att både grit och inre motivation signifikant bidrog med förklarad varians inom studenternas prokrastineringsbeteenden. Den starkaste prediktorvariablen var grit. Resultatet visade också att inre motivation inte var en mediator för regressionen mellan grit och prokrastinering. Slutsatsen av arbetet är att grit borde spela en större del i det svenska skolväsendet.