그릿(Grit)과 관련 변인들의 관계에 대한 메타분석

A meta-analysis on the relationships between Grit and related variables

본 연구는 그릿과 관련 변인들의 평균효과 크기를 고찰하기 위해 메타분석을 실시한 것이다. 이를 위해 42편의 국내 논문이 수집되었고, 관련된 변인들을 분석해보니 크게 4개의 범주로 정리되었다. 여기서 4개의 범주는 학교학습 요인, 개인내적 요인, 인구통계학적 요인, 심리적 안정요인이다. 본 연구를 통해 나타난 결과는 다음과 같다. 그릿과 관련변인들의 평균효과크기가 대부분 유의하였다. 우선, 학교학습 요인 중에서 학교적응의 평균효과크기는 .28, 학업성취의 평균효과크기는 .32, 진로준비행동은 .56, 자기조절학습능력은 .38로 각각 나타났다. 이어서 개인내적요인 중에서 성장신념의 평균효과크기는 .28, 고정신념은 -.28, 자아탄력성은 .43, 자기효능감은 .47, 개방성은 .18, 성실성은 .49, 외향성은 .27, 동조성은 .19, 신경증은 -.38로 나타났다. 그러나 인구통계학적 요인과 관련하여 연령과 그릿의 관계에서의 평균효과크기는 유의하지 않았다. 심리적 안정 요인 중에 행복과 그릿의 평균효과크기는 .39로 나타났다. 그릿 척도는 2요인으로 구성되어 있는데, 노력지속과 흥미유지가 그것이다. 노력지속의 평균효과크기가 흥미유지보다 더 크게 나타났다. 마지막으로 조절효과 분석에서 학교 급별로 학업성취에서 유의한 차이가 있었다. 중학교가 다른 집단보다 평균효과크기가 크게 나타났다.

The purpose of this study was to investigate the mean effect size of the variables related to Grit by conducting a meta analysis. A total of 42 papers were collected for this purpose. There were four categories of related variables: school-learning factors, personal-internal factors, demographic factors, and psychological stability factors. The results of this study were as follows. The mean effect size of grit was mostly significant. The mean effect size of school adjustment was .28, and the mean effect size of academic achievement was .32, career preparation behavior was .56, and self regulated learning ability was .38. Among the personal-internal factors, the mean effect size of growth mindset was .28, fixed mindset was -.28, ego-resilience was .43, self-efficacy was .47, openness was .18, conscientiousness was .49, extroversion was .27, agreeableness was .19, and neuroticism was -.38. On the other hand, age did not have a significant mean effect size in demographic factors. Among psychological stability factors, the mean effect size of happiness was .39. Grit consists of two factors: perseverance of effort and consistency of interest. The average effect size of perseverance effort was larger than consistency of interest. The moderator analysis by school level did appear to be statistically significant on academic achievement. The average effect size of middle school students was larger than the other groups.