Puissant (ISSN print: 2719-0153; ISSN online: 2719-0161)

Vol. 5, pp. 2295-2313

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Short Paper
Grit of Mathematically Aligned Students: An Inventory
Joel I. Alvarez
College of Education, Nueva Ecija University of Science and Technology, Philippines
[email protected]
(corresponding author)

Gerald dG. Mabuti

College of Education, Nueva Ecija University of Science and Technology, Philippines
[email protected]

Sheryl C. Buenaventura
College of Education, Nueva Ecija University of Science and Technology, Philippines

Date received: June 8, 2024

Date received in revised form: June 18, 2024; June 24, 2024
Date accepted: June 25, 2024

Recommended citation:

Alvarez, J. I., Mabuti, G. dG., & Buenaventura, S. C. (2024). Grit of mathematically

aligned students: An inventory. Puissant, 5, 2295-2313.

Abstract

There is an undeniable substantial impact of non-cognitive elements, such as drive,

grit, and beliefs, on students' academic achievement, specifically in mathematics. A
favorable correlation between grit and undergraduate grade averages was emphasized
and established in the previous investigations. Grit predicts good performance in
different situations. This study is a descriptive correlational investigation that attempts to
evaluate and document the levels of grit among students who are currently enrolled in
the BSE – Mathematics program at a State University in the Philippines. The study
includes a total of 143 participants. The results demonstrate a gradual increase in
perseverance and passion for long-term goals over the school years. First-year
Mathematics major students generally have low levels of perseverance and passion, while
second-year students demonstrate high levels of perseverance and passion. By the third
year, kids exhibit exceptionally high levels of perseverance and passion. Regardless of
these variations, all students constantly demonstrate a lack of interest constancy and an
average level of endurance in their efforts. These findings indicate that the College and
University should implement specific interventions to improve students' levels of
perseverance and passion for long-term goals. Creating holistic programs and strategies

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to cultivate these non-cognitive skills might enable students to fully actualize their
potential in their academic pursuits and future professional endeavors. By cultivating a
greater level of perseverance and resilience, educational institutions can have a
substantial influence on students' long-term achievements and academic outcomes.

Keywords – Grit, Mathematically Aligned Students, Performance, Problem Solving skills

INTRODUCTION

The presence of grit, which is defined as the combination of tenacity and

commitment towards achieving long-term objectives, significantly contributes to the
improvement of pupils' mathematical ability. Duckworth and Eskreis-Winkler (2013)
underscore the significance of grit in relation to academic achievement, specifically
emphasizing its ability to maintain perseverance and surmount obstacles, particularly in
rigorous courses such as mathematics. According to Duckworth et al. (2015), students
who possess greater levels of grit are more inclined to persevere in tackling intricate
mathematics tasks, even in the face of obstacles or challenges.

Furthermore, grit has a role in fostering increased involvement and drive in the
process of studying mathematics. Research conducted by Eskreis-Winkler et al. (2014) has
demonstrated that children who possess the trait of grit are more likely to utilize
effective study techniques and actively seek opportunities to practice mathematics. As a
result, these students experience enhanced performance and improvement over a period
of time. Gritty pupils, who possess a resolute determination and unwavering commitment
to their mathematical objectives, are more adept at overcoming the inherent difficulties
of the topic and persisting until they attain mastery (Vainio & Daukantaite, 2020).

Moreover, grit functions as a determinant of resilience when confronted with

mathematics setbacks and failures. Datu et al. (2018) conducted research that suggests
students with high levels of grit are more capable of dealing with frustration and failure.
These students see mathematics challenges as chances for personal development rather
than impossible hurdles. As mentioned by Alvarez & Galman (2023a), students’ resilience
allows them to recover quickly from arithmetic setbacks and stay focused on their long-
term mathematical goals.

Significantly, the impact of grit goes beyond an individual's academic achievement

to include broader outcomes such as mathematical self-efficacy and confidence. Resilient
pupils are more inclined to have faith in their capacity to excel in mathematics, resulting
in a beneficial cycle where heightened confidence drives higher exertion and
perseverance (Duckworth & Quinn, 2009).

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 Undoubtedly, grit has a crucial role in improving students' success in mathematics,
impacting their involvement, drive, ability to bounce back, and belief in their own
capabilities. According to Alvarez & Galman (2024), by cultivating perseverance and
passion in educational environments, educators may encourage students to surmount
mathematical obstacles and reach their maximum capabilities. As cited by Angeles &
Alvarez (2023), suggests that grit, as compared to cognitive capacity, is a more robust
predictor of academic achievement. The study monitored over 4,000 pairs of twins and
discovered that youngsters with higher levels of grit perform better academically,
particularly in challenging subjects like mathematics and other demanding fields.
Therefore, the presence of grit is crucial for enhancing children's mathematical
proficiency as it enables them to persevere and maintain enthusiasm for their endeavors
in the long term, thereby facilitating success in challenging academic disciplines.

This article aims to provide a concise overview of the current knowledge and data
about the perseverance and determination of kids who excel in mathematics. The goal is
to establish a clear grasp of the scope, background, and significance of the research topic
under investigation. The objective of this study is to conduct a comprehensive evaluation
of the level of perseverance and passion for long-term goals among children who excel in
mathematics and to demonstrate its correlation with academic success. This study aims
to investigate the correlation between grit and performance, contributing to the existing
knowledge base and offering valuable insights for policymakers and educational
institutions. The findings of this study will pave the way for the development of targeted
intervention programs aimed at enhancing students' grit, sustained interest, persistence,
and ambition.

LITERATURE REVIEW

The notion of "grit," which refers to the combination of tenacity and passion
toward achieving long-term objectives, has attracted considerable interest in the realms
of education, employment, and psychology research. Several studies have investigated
the correlation between demographic variables including age and sex, as well as the
influence it has on academic and professional achievements.

Age and Perseverance

Multiple studies have shown that age is a notable factor in predicting grit.
Fernández-Martín, García-Martínez, & Pérez-García (2020) discovered that older students
demonstrate elevated levels of endurance and passion in comparison to their younger
peers, indicating that grit may be cultivated with the passage of time and accumulated
experience. Black et al. (2011) found that the age at which individuals begin school has
lasting positive effects on the mental well-being and educational accomplishment of men.
However, they observed a smaller impact on women's educational achievements.

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Sex and Grit

The correlation between sex and grit has been thoroughly examined, yielding
inconsistent results. Fernández-Martín, García-Martínez, & Pérez-García (2020) found that
women exhibit greater levels of grit in comparison to men. These results are consistent
with the findings of Usher, Li, Butz, & Rojas (2018), which indicate that girls exhibit a
greater level of perseverance and passion compared to boys. In contrast, Stoffel and Cain
(2018) discovered no substantial association between grit and gender among health
professionals. This implies that the connection between these two factors may differ
among various populations and situations.

Academic and Career Achievement

Extensive research regularly demonstrates that grit is a robust indicator of both

academic and career achievements. Bowman (2019) highlighted the significance of grit in
driving human accomplishments and its essential role in constructing an enduring
academic heritage. Cosgrove et al. (2018) provided evidence to support this claim by
showing that adolescents with higher levels of grit exhibit superior academic
achievement and school attendance. In a similar vein, Hodge et al. (2017) discovered a
significant link between grit, demographic variables, and academic engagement,
suggesting that grit has a noteworthy influence on students' academic achievements.

Grit and Psychological factors

Kannangara, Allen, and Waugh (2018) conducted a series of experiments that

elucidated the correlation between grit and diverse psychological characteristics. Their
study revealed a positive correlation between grit and resilience, mental well-being, and
self-control. Additionally, grit was demonstrated to be a consistent predictor of academic
accomplishment. Moreover, Lechner, Danner, and Rammstedt (2019) found that grit is
connected to an individual's mindset towards academic endeavors and is impacted by
socio-demographic characteristics, with women demonstrating greater resilience than
men.

In general, the idea of grit is closely connected to age, gender, and academic
achievement, and it plays a crucial role in multiple areas of life. The varied results from
these studies emphasize the complex nature of grit and its ability to improve individual
outcomes in various situations.

Statement of the Problem

This study generally aims to assess the level of grit of the students under study.
Specifically, this study aims to answer the following:

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1. How may the following components of respondents’ grit be described?
1.1 Consistency of Interest;
1.2 Perseverance of Effort;
1.3 Ambition; and
1.4 Over-all Grit
2. How may the performance of the respondents be described in terms of the General
weighted average (GWA)?
3. Is there a significant relationship between the performance and level of grit of the
respondents?
4. What intervention activities may be proposed to uplift students’
4.1 Consistency of Interest;
4.2 Perseverance of Effort;
4.3 Ambition; and
4.4 Overall Grit?

METHODOLOGY

Research Design

For this study, a mixed-methods research design was used through an explanatory
sequential research design. Quantitative methods utilized surveys or questionnaires to
assess respondents' levels of grit and academic performance indicators. Statistical
analyses such as correlation analysis were used to examine the relationship between grit
components and performance metrics.

Additionally, according to Alvarez (2023), qualitative methods such as interviews

or focus groups can provide deeper insights into respondents' experiences, perceptions,
and potential factors influencing their grit and academic performance. Combining
quantitative and qualitative data allows for a comprehensive understanding of the
relationship between grit and performance, as well as the identification of potential
intervention strategies to uplift students' grit and academic success.

Sampling Technique and Subjects of the Study

This study used a total population sampling technique in identifying the students
who served as the respondents of the study. The respondents of this study are the one
hundred twenty-eight Bachelor of Secondary Education major in Mathematics students of
a particular State University in the Philippines.

The Research Instruments & Validation

For the instrument in this study, a comprehensive approach incorporating

validated measures of grit and academic performance would be ideal. To assess

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respondents' levels of grit, the Short Grit Scale (Grit-S) developed by Duckworth and
Quinn (2009) provides a concise yet reliable measure. The Grit-S consists of two subscales:
perseverance of effort and consistency of interest, capturing key components of grit.
Additionally, to gauge respondents' ambition, the Ambition Scale developed by Von Culin
et al. (2014) offers a suitable measure, assessing individuals' desire for achievement and
aspiration towards challenging goals. These instruments have been widely used and
validated in previous research, ensuring their reliability and validity for measuring grit
components.

For evaluating academic performance, objective measures such as the General

Weighted Average (GWA) were utilized. These metrics provide tangible indicators of
respondents' academic challenges and achievements. Moreover, the Open-Ended Survey
on Students' Needs Related to Grit was incorporated through qualitative data collection
methods such as interviews or focus groups can complement quantitative measures,
offering insights into respondents' experiences perceptions, and needs related to grit and
academic performance. By combining quantitative and qualitative approaches, a more
comprehensive understanding of the relationship between grit and academic
performance can be achieved, allowing for nuanced insights and the identification of
potential intervention strategies.

These instruments, combined with qualitative data collection methods, offer a

robust approach to assessing the relationship between grit and academic performance.
By utilizing validated measures and incorporating multiple data sources, this study can
provide valuable insights into the factors influencing students' academic success and
inform the development of effective intervention strategies.

Data Analysis

For data analysis in this study, a combination of quantitative and qualitative

techniques would provide a comprehensive understanding of the relationship between
grit and academic performance. Quantitative analysis would involve statistical techniques
to examine the associations between respondents' levels of grit (measured using the Grit-
S and Ambition Scale) and their academic performance indicator, the General Weighted
Average [GWA]). Correlation analysis was employed to determine the strength and
direction of the relationship between grit components and academic performance
metrics. Additionally, regression analysis can assess the predictive power of grit on
academic performance outcomes, controlling for relevant demographic variables. These
statistical techniques allow for a rigorous examination of the associations between grit
and academic performance, providing empirical evidence to support the study's
hypotheses.

Furthermore, qualitative data analysis techniques such as thematic analysis can be

applied to analyze insights gathered from interviews or focus groups. Thematic analysis
involves identifying patterns and themes within qualitative data, allowing for a deeper

2300
understanding of respondents' experiences, perceptions, and potential factors
influencing their grit and academic performance. By triangulating quantitative and
qualitative findings, a richer understanding of the complexities underlying the
relationship between grit and academic success can be achieved, facilitating the
identification of nuanced intervention strategies.

RESULTS & DISCUSSION

Components of Respondents’ Grit

Respondents' Grit Profile Considering Consistency of Interest

Based on the results obtained, it was revealed that most of the first-year and
second-year students taking Bachelor of Secondary Education major in Mathematics
obtained from low to high level of consistency of interest. Among the second-year
respondents, there are five (5) or 7.14% of the students were assessed to have a very high
level of consistency of interest. Meanwhile, considering the third-year respondents, the
majority of them were assessed to have a high to very high level of consistency of interest.
Only three (3) or 14.28% of students under this year level were assessed to have a low
level of consistency of interest.

In general, most of the students under the Bachelor of Secondary Education major
in Mathematics were assessed to have a low to high level of consistency of interest
covering 104 students or 72.72% of the total population under study. Table 1 shows the
profile of the respondents based on their level of consistency of interest.

Table 1. Respondents' Grit Profile Considering Consistency of Interest

Level of 1st Year % 2nd % 3rd % Total %
Consistency of Year Year
Interest

Very High 0 0.00 5 7.14 8 38.10 13 9.10

High 20 38.47 23 32.86 10 47.62 53 37.06

Low 21 40.38 27 38.57 3 14.28 51 35.66

Very Low 11 21.15 15 21.43 0 0.00 26 18.18

Total 52 100% 70 100% 21 100% 143 100%

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Respondents' Grit Profile Considering Perseverance of Effort

The findings reveal that a majority of first-year and second-year students enrolled
in the Bachelor of Secondary Education majoring in Mathematics exhibit varying levels of
perseverance, ranging from low to high. Specifically, 45 first-year students (86.54%) and
60 second-year students (85.71%) were classified within this range. Among first-year
students, a small percentage, comprising two individuals (3.85%), demonstrated a very
high level of perseverance, while five students (9.62%) exhibited a very low level of
perseverance. Conversely, among the second-year cohort, ten students (14.29%) displayed
a very high level of perseverance.

Examining the third-year respondents, the data indicates that the majority,
encompassing fifteen out of twenty-one students (71.43%), exhibited a very high level of
perseverance. Notably, only one student (4.76%) in this year's group demonstrated a low
level of perseverance.

Overall, the analysis reveals that a substantial portion of students enrolled in the
Bachelor of Secondary Education majoring in Mathematics displayed varying degrees of
perseverance, with 111 students (77.62% of the total population) falling within the low to
high range. Table 2 provides an overview of the respondents' profiles based on their level
of perseverance of effort.

Table 2. Respondents' Grit Profile Considering Perseverance of Effort

Level of 1st % 2nd % 3rd % Total %
Perseverance Year Year Year
of Effort

Very High 2 3.85 10 14.29 15 71.43 27 18.88

High 22 42.31 28 40.00 5 23.81 55 38.46

Low 23 44.23 32 45.71 1 4.76 56 39.16

Very Low 5 9.62 0 0.00 0 0.00 5 3.50

Total 52 100% 70 100% 21 100% 143 100%

Respondents' Grit Profile Considering ambition

The analysis reveals that a majority of first-year and second-year students enrolled
in the Bachelor of Secondary Education majoring in Mathematics exhibit varying levels of

2302
ambition, ranging from low to high. Specifically, 42 first-year students (80.77%) and 50
second-year students (70.43%) were classified within this range. Among first-year
students, a small percentage, comprising one individual (1.92%), demonstrated a very high
level of ambition, while nine students (17.31%) exhibited a very low level of ambition.
Similarly, among the second-year cohort, five students (7.14%) displayed a very high level
of ambition.

Examining the third-year respondents, the data indicates that the majority,
encompassing sixteen out of twenty-one students (76.19%), exhibited a low to high level
of ambition. Notably, only two students (9.52%) in this year's group demonstrated a very
low level of ambition. Overall, the analysis reveals that a significant portion of students
enrolled in the Bachelor of Secondary Education majoring in Mathematics displayed
varying degrees of ambition, with 108 students (75.52% of the total population) falling
within the low to high range. Table 3 provides an overview of the respondents' profiles
based on their level of ambition.

Table 3. Respondents' Grit Profile Considering Ambition

Level of 1st % 2nd % 3rd % Total %
Ambition Year Year Year

Very High 1 1.92 5 7.14 3 14.29 9 6.29

High 20 38.46 23 32.86 9 42.86 52 36.36

Low 22 42.31 27 38.57 7 33.33 56 39.16

Very Low 9 17.31 15 21.43 2 9.52 26 18.18

Total 52 100% 70 100% 21 100% 143 100%

Respondents' Grit Profile Considering overall Grit

The analysis indicates that a significant portion of first-year students, comprising

35 out of 52 individuals (67.31%), demonstrated a low level of overall grit. Conversely,
among second-year students enrolled in the Bachelor of Secondary Education majoring in
Mathematics, a majority, totaling 33 students (47.14%), exhibited a high level of overall
grit.

Examining the third-year respondents, the data highlights that the majority,
encompassing sixteen out of twenty-one students (76.19%), demonstrated a very high
level of overall grit.

2303
 The analysis suggests that a considerable proportion of students with a Bachelor
of Secondary Education majoring in Mathematics displayed a high level of overall grit,
constituting 53 students (37.06% of the total population). Table 4 provides insights into
the respondents' profiles based on their level of overall grit.

Table 4. Respondents' Grit Profile Considering overall Grit

Level of 1st % 2nd % 3rd % Tota %
Overall Year Year Year l
Grit

Very High 5 9.62 12 17.14 16 76.19 33 23.08

High 10 19.23 33 47.14 5 23.81 53 37.06

Low 35 67.31 15 21.43 0 0.00 45 31.47

Very Low 2 3.85 10 14.29 0 0.00 12 8.39

Total 52 100% 70 100% 21 100% 143 100%

Respondents’ Academic Performance

The analysis indicates that the majority of first-year students, comprising 21 out of
52 individuals (40.38%), achieved GWAs ranging from 1.51 to 2.00. Among second-year
students enrolled in the Bachelor of Secondary Education majoring in Mathematics, the
most common GWA range was 2.01 to 2.50, with 25 students (35.71%) falling within this
category.

Furthermore, among the third-year respondents, the predominant GWA range was
2.51 to 3.00, with ten out of twenty-one students (47.62%) falling into this bracket. In
summary, the analysis suggests that a significant portion of students with a Bachelor of
Secondary Education majoring in Mathematics obtained GWAs ranging from 1.51 to 2.00,
encompassing 50 students (34.97% of the total population). These findings shed light on
the distribution of academic performance among students in the program and provide
valuable insights for academic planning and support initiatives. Table 5 presents an
overview of the respondents' profiles based on their level of performance, as reflected by
their General Weighted Average (GWA).

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 Table 5. Respondents’ Profile according to their General Weighted Average (GWA)
GWA 1st % 2nd % 3rd % Total %
Year Year Year

1.0 - 1.50 8 15.38 2 2.86 0 0.00 10 6.99

1.51 - 2.00 21 40.38 23 32.86 6 28.57 50 34.97

2.01 - 2.50 11 21.15 25 35.71 5 23.81 41 28.67

2.51 - 3.00 12 23.08 20 28.57 10 47.62 42 29.37

Total 52 100% 70 100% 21 100% 143 100%

3. Test for a Significant Relationship between the Performance and Grit of the respondents

Notably, at a 95% level of confidence, Consistency of Interest (0.892), Ambition

(0.820), and Overall Grit (0.803) exhibited a very strong positive relationship with
students' performance, as measured by their General Weighted Average (GWA).
Additionally, Perseverance of Effort demonstrated a strong positive correlation with a
correlation coefficient of 0.713. These findings suggest that all Grit indicators significantly
relate to students' academic performance, indicating that the performance of
mathematically inclined students may be influenced by their levels of grit.

Table 6. Result of the Test of the Relationship between Grit indicators and the General
Weighted Average of the respondents
Consistency of Perseverance Ambition Overall Grit
Interest of Effort

General 0.892* 0.713* 0.820* 0.803*

Weighted
Average
* significant at 95% level of confidence

Table 6 presents the outcomes of the relationship tests conducted between the
Grit indicators and the academic performances of the respondents.
These results underscore the importance of cultivating grit among students,
particularly those pursuing mathematical studies, as it appears to play a pivotal role in
their academic achievements.

2305
Proposed Activities to Uplift Students’ Grit

The data from the open-ended survey responses were analyzed using thematic
analysis as a basis for intervention activities to uplift students’ consistency of interest,
perseverance of effort, ambition, and overall grit. Positive reinforcement can help
reinforce desired behaviors, while self-reflection activities can encourage students to
assess their progress and set goals for improvement. Discussions about growth mindset
can help students develop resilience and perseverance in the face of challenges.
Previously conducted studies highlighted the importance of these activities.

A study conducted by Cameron et al. (2015) as cited by Alvarez & Galman (2023b),
investigated the effects of positive reinforcement on student behavior in the classroom.
The researchers found that consistent positive reinforcement increased the likelihood of
students exhibiting desired behaviors, such as completing assignments on time and
participating actively in class discussions, thus exhibiting a positive effect on students'
academic performance. Table 7 shows the comprehensive intervention activities in
fostering the grit of mathematically-aligned students.

Table 7. Proposed Activities in Uplifting Students’ Grit

Grit Indicator Proposed Activities Description Time

Frame

Consistency of Interest Integration of By providing incentives or praise when Daily

Positive desirable actions are exhibited, positive
Reinforcement in reinforcement is a strategy for encouraging
the Classroom desired behavior. Most of the respondents
stated that through positive reinforcement
such as recognition or positive feedback
from their instructors, they felt motivated
and encouraged to continue putting in
effort and striving for success.

Self-Reflection Many respondents have mentioned the Daily

Activity importance of reflecting in keeping their
interests ablaze. Urge students to keep a
journal in which they can reflect on their
ideas, observations, and experiences
pertaining to their hobbies. Writing about
their passion on a regular basis can assist in
clarifying what they love most about it and
strengthen it.

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 Table 7. Proposed Activities in Uplifting Students’ Grit (cont.)

Grit Indicator Proposed Activities Description Time

Frame

Perseverance of Effort Growth Mindset Encourage conversation in the classroom on Weekly

Discussions the value of adopting a growth mindset and
the notion that aptitude and intelligence
can be acquired with hard work and
perseverance. Talk about well-known
people who overcame adversity by being
resilient and persistent, and inspire children
to view obstacles positively.

Ambition Peer Mentoring Create a peer mentoring program wherein Weekly

senior students serve as mentors to junior
ones, offering advice, encouragement, and
support as they pursue their goals. Students
are paired according to common interests,
objectives, or aspirations.

Integration of Empower students to take action based on Daily

Motivational Videos the inspiration they gained from the video.
in Lesson Encourage them to apply the lessons
learned to their academic work,
extracurricular activities, or personal
pursuits. Provide support and
encouragement as they work towards
achieving their ambitions.

Over-all Grit Mindfulness and In this activity, the students will be taught Once
Stress Management about mindfulness and stress management every
Seminars techniques to help them cope with semester
challenges and setbacks.

Sharing of Turn failure into a learning opportunity by Once a

Experiences conducting a “sharing of experiences” week
event in the classroom. Have students share
stories of failures or setbacks they've
experienced in the past and the lessons they
learned from them. Encourage a positive
and supportive atmosphere where failure is
celebrated as a necessary step on the path
to success.

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DISCUSSIONS

Findings align with the conclusions drawn by Patron and Lopez (2011), who assert
a positive correlation between consistency, perseverance of effort, and proficiency in
Mathematics. Their research suggests that students who exhibit high levels of
consistency and perseverance tend to excel in Mathematics subjects. Findings are
consistent with the study conducted by Anthony et al. (2015), which underscores the
relationship between ambition and performance in Mathematics. Their research
emphasizes the concept of ambitious mathematics, further elucidating the
interconnectedness of these variables.

Findings underscore the importance of overall grit in academic pursuits and align
with research highlighting its significance in predicting academic success (Duckworth et
al., 2007). The significant relationship aligns with the conclusions drawn in the study by
Vainio and Daukantaite (2020), where they underscored the positive and direct
association of grit with students' academic performance, emphasizing grit as a crucial
determinant of students' success in school.

Peer mentoring programs can provide students with support and guidance from
their peers who have already developed grit. Motivational videos can inspire students and
remind them of the importance of perseverance and determination. Mindfulness and
stress management seminars can equip students with tools to manage setbacks and stay
focused on their goals. A study by Hsieh et al. (2017) examined the impact of peer
mentoring programs on student grit in a university setting. The researchers found that
students who participated in peer mentoring programs reported higher levels of grit
compared to those who did not.

Additionally, qualitative analysis revealed that peer mentors played a crucial role in
providing support, guidance, and encouragement to mentees, thereby helping them
develop resilience and perseverance. Research by Deniz et al. (2015) investigated the
effects of motivational videos on student motivation and academic performance. The
study found that exposure to motivational videos led to increased motivation levels
among students, as well as improved academic outcomes. In a meta-analysis by Klingbeil
et al. (2017), researchers examined the effectiveness of mindfulness-based interventions
in reducing stress and enhancing well-being in students. The analysis revealed significant
improvements in stress reduction and psychological well-being among students who
participated in mindfulness and stress management seminars compared to control
groups.

CONCLUSIONS AND RECOMMENDATIONS

Based on the comprehensive analysis of students' grit profiles and their academic
performance, two key findings emerge. First, the study reveals a significant positive
relationship between these grit indicators and students' academic performance, as

2308
reflected in their General Weighted Average (GWA). Specifically, Consistency of Interest,
Ambition, and Overall Grit exhibit very strong positive correlations, while Perseverance of
Effort shows a strong positive correlation. This indicates that students with higher levels
of grit tend to perform better academically.

Second, there are variations in grit profiles across different academic years. For
instance, third-year students generally exhibit higher levels of Consistency of Interest,
Perseverance of Effort, Ambition, and Overall Grit compared to first-year and second-year
students. This suggests a potential developmental aspect of grit, with students likely
building upon their grit levels as they progress through their academic journey.

The study proposes several intervention activities aimed at enhancing students'

grit, including integration of positive reinforcement, self-reflection activities, growth
mindset discussions, peer mentoring programs, integration of motivational videos,
mindfulness and stress management seminars, and sharing of experiences. These
activities target different aspects of grit and aim to foster a supportive and growth-
oriented environment conducive to grit development.

IMPLICATIONS

The findings of this study have important repercussions for the educational
practices being implemented at the State University as well as the efforts being made to
aid students. Indicators of grit, such as Consistency of Interest, Ambition, and Overall Grit,
have been found to have a strong link with students' academic performance, as assessed
by their General Weighted Average (GWA). This correlation underlines the significant
influence that non-cognitive elements have on academic success. Consequently, this
shows that nurturing these attributes could directly improve the academic achievements
of children with disabilities.

Furthermore, the differences in grit profiles that were discovered throughout the
various academic years offer evidence that grit may gradually develop as individuals
progress through their academic journeys. According to the data, kids in their third year
demonstrate higher levels of consistency of interest, perseverance of effort, ambition,
and overall grit when compared to their classmates in their first and second years of
schooling. Grit is a trait that may be developed and improved over time, as evidenced by
the fact that it can be cultivated. Given the significance of this developmental aspect of
grit, it is imperative that therapies be administered in a timely manner and on an ongoing
basis.

Furthermore, the intervention measures that have been suggested, which include
the utilization of positive reinforcement, the encouragement of self-reflection, the
facilitation of growth mindset discussions, the provision of peer mentoring, the provision
of motivational videos, the promotion of mindfulness, and the organization of stress
management seminars, highlight concrete actions that the College and University can

2309
take to improve the perseverance and determination of students. The purpose of these
activities is to create an environment that is hospitable and progressive, which is essential
for the development of students' resiliency and passion in the direction of accomplishing
long-term goals.

Based on the findings of this study, it is suggested that educational institutions

should prioritize the development of perseverance and resilience through the
implementation of targeted interventions. Through the implementation of this strategy,
educational institutions can improve the academic achievements of students and provide
them with the skills they need to overcome future challenges, thereby fostering a student
population that is more resilient and proficient.

ACKNOWLEDGEMENT
The researchers express profound gratitude to all those who have contributed
significantly to the completion of this study. Firstly, heartfelt appreciation goes to the
University Administrators for their indispensable permission, without which this research
would not have been feasible. Sincere gratitude is extended to the respondents, whose
generous allocation of time and unwavering support greatly facilitated our fieldwork. We
also acknowledge our colleagues and students for their invaluable insights and assistance,
which enriched the entire research process. Their contributions, regardless of scale,
played a pivotal role in shaping the study's outcomes. Lastly, we extend our heartfelt
thanks to all individuals who supported us in various capacities, ensuring the successful
culmination of this endeavor. Your contributions have been invaluable, and we are
profoundly grateful for your steadfast support and encouragement.

FUNDING

This research was conducted independently by the researchers at their own

expense. No external funding or financial support was received for this study. The
content is solely the responsibility of the authors and reflects their own views and
findings.

DECLARATION

Conflict of Interest

The authors assert that they do not possess any identifiable conflicting financial
interests or personal relationships that could have potentially influenced the findings
presented in this study.

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Informed Consent

All individual subjects included in the study provided informed consent.

Participants received detailed information about the research's objectives, the methods
involved, potential risks and benefits, and their right to withdraw at any moment without
facing any negative consequences. Prior to their participation in the study, all participants
completed and submitted written consent forms.

Ethics Approval

Due to the absence of human or animal subjects, clinical trials, or the acquisition of
personal or sensitive data, this study was exempt from ethics approval. The research was
carried out utilizing publicly accessible datasets, literature reviews, or theoretical
approaches that are not subject to assessment by an ethics board.

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Author’s Biography

Joel Iglesia Alvarez holds a Bachelor of Secondary Education in Mathematics from

Nueva Ecija University of Science and Technology (NEUST), where he was recognized as
the Best Student Researcher. He has taught Junior High School at the College of the
Immaculate Conception for two years and is currently completing his Ph.D. in
Mathematics Education at NEUST. Mr. Alvarez has actively participated in various
international and local seminars, earning the University Best Paper award for 2023 and
2024. He is an Assistant Professor I and Chair for Research, Extension, and Training at the
NEUST College of Education.

Gerald dG. Mabuti, who graduated from Nueva Ecija University of Science and
Technology (NEUST) with a Bachelor of Secondary Education in Mathematics, achieved
the ninth spot on the Licensure Examination for Teachers in 2017. He has been a teacher
at the Aliaga National High School for the past five years, and he is currently working
toward earning his Ph.D. in Mathematics Education from the National University of
Science and Technology (NEUST). Mr. Mabuti has been an active participant in a number
of different seminars, both locally and internationally. At the moment, he is participating
in the NEUST College of Education as an Instructor I.

Sheryl C. Buenaventura, obtained a degree on Bachelor of Secondary Education in

Mathematics earned from the Nueva Ecija University of Science and Technology (NEUST).
Over the course of the past four years, she has been working as a professor at the College
of Education, NEUST. It is noteworthy that Ms. Buenaventura has been an active
participant in a variety of local and international seminars. Her current position in the
NEUST College of Education is that of an Assistant Professor I.

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