Acceso usuarios
Colombia
Colombia
Oviedo, España
El grit académico, o tenacidad académica, asociada al establecimiento de metas desafiantes y a la perseverancia ante adversidades es un predictor clave del rendimiento y adaptación escolar. Este estudio tuvo como finalidad adaptar y evaluar las propiedades psicométricas de la escala de grit académico como medida de tenacidad académica. Se realizó un diseño instrumental que contó con la participación de 1293 estudiantes, 832 colombianos (64.35%) y 461 mexicanos (35.65%) de 10 a 18 años (M = 12.92; DE = 1.35), 167 del total presentaron alta capacidad. El análisis factorial exploratorio (AFE) y el confirmatorio (AFC), las pruebas de invarianza factorial y los análisis de fiabilidad y validez concurrente con escalas de grit y perfeccionismo confirmaron una estructura unidimensional con los siguientes índices de ajuste (CFI = 0.999; RMSEA = 0.022) e invarianza configuracional, métrica, escalar y estricta entre país, sexo, coeficiente intelectual (CI) y grado académico. La escala mostró consistencia interna (α = 0.821; ω = 0.821) y correlaciones significativas con perseverancia en el esfuerzo (r = 0.374) y esfuerzo perfeccionista (r = 0.346). No se hallaron diferencias significativas en puntajes por país, sexo, CI o grado académico. Los hallazgos respaldan la validez transcultural y utilidad del instrumento para evaluar tenacidad académica en contextos educativos hispanohablantes. La adaptación de esta escala contribuye a la medición de factores no cognitivos en poblaciones no WEIRD (Occidentales, Educados, Industrializados, Ricos y Desarrollados) y facilita la implementación de intervenciones educativas basadas en evidencia, aunque se recomienda ampliar la representatividad muestral en futuros estudios.
Academic grit, encompassing the establishment of challenging goals and sustained perseverance in the face of adversity, emerges as a critical predictor of academic achievement and school adjustment. The purpose of this study was to adapt the Academic Grit Scale and assess its psychometric properties as a measure of academic tenacity. Employing an instrumental design, the research involved 1,293 students, 832 from Colombia (64.35%) and 461 from Mexico (35.65%), aged 10 to 18 years (M = 12.92; SD = 1.35), 167 students of the total sample showed high ability. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted, along with tests of factorial invariance and analyses of reliability and concurrent validity using established grit and perfectionism scales. The results confirmed a unidimensional structure with excellent fit indices (CFI = 0.999; RMSEA = 0.022) and demonstrated configural, metric, scalar, and strict invariance across country, gender, intelligence quotient (IQ) and grade level. The scale exhibited high reliability (α = 0.821; ω = 0.821) and significant correlations with perseverance of effort (r = 0.374) and perfectionistic striving (r = 0.346). No significant differences in scores were found based on country, gender, IQ, or grade. The adaptation of this scale contributes to the assessment of non-cognitive factors in non-WEIRD populations (Western, Educated, Industrialized, Rich, and Developed) and facilitates the implementation of evidence-based educational interventions. However, it is recommended to broaden sample representativeness in future studies.
