A Complex, Dynamic Systems Theory perspective on grit, grammar knowledge, and their relationship among high-school students: a longitudinal time series analysis study.

This study addresses the understudied longitudinal developments of grit and grammar knowledge and their relationship within the framework of Complex, Dynamic Systems Theory. Using a time series analysis method, the research investigates the trajectories of grit, specifically perseverance of effort (PE) and consistency of interests (CI), alongside grammar knowledge assessed in terms of form, meaning, and use through SAT tests in an international high school context in China. Drawing on data collected over a period of 72 weeks, the findings reveal that PE and grammar knowledge exhibit similar developmental patterns, contrasting with the distinct patterns observed between CI and grammar knowledge. Furthermore, the study identifies lagged effects of PE on grammar knowledge, suggesting that higher levels of grit, specifically persistence of effort, positively influence subsequent grammar knowledge. Additionally, a reciprocal relationship is observed between PE and grammar knowledge over time. The study also presents future trend trajectories indicating that PE, CI, and grammar knowledge are projected to continue developing over the subsequent 36 weeks following the research period. The implications of these findings emphasize the need for timely interventions and actions to promote the development of grit and grammar knowledge, providing valuable insights for teachers and students. Finally, the contribution of the study is outlined, along with limitations that should be considered. [ABSTRACT FROM AUTHOR]

Copyright of Current Psychology is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)