Duckworth, Peterson, Matthews, and Kelly (2007) defined "grit" as one's passion and perseverance toward long-term goals. They proposed that it consists of 2 components: consistency of interests and perseverance of effort. In a high school and college student sample, we used a multidimensional item response theory approach to examine (a)…

This investigation provided empirical data and addressed theoretical issues regarding the Educational Set Scale (ESS) and theory. An expanded model is proposed and directions for future research are suggested. (Author/GK)

Three significant canonical correlations were obtained from the analysis of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) to examine test overlap with a sample of suspected learning disabled children. Results indicate a substantial portion of the variance is independent.…

Four learning-style instruments, differing in form, length, language, and conceptualization of learning style, were administered to 471 high school and community college students. All four instruments measured behaviors outlined by one conceptualization in the literature to comprise learning style, but none of the instruments measured all types of…

The relationships between time management of college students and self-reported academic performance and various affective measures of stress were explored for 123 undergraduates. The study indicates that self-reported time management is multidimensional and that there are important relationships among time management, performance, and stress.…

An epistemological questionnaire assessing student beliefs about simple knowledge, certain knowledge, quick learning, and fixed ability to learn was administered to more than 1,000 high school students. Results demonstrate some epistemological development during high school and suggest that epistemological beliefs predict grade point average. (SLD)

Use of the Cognitive Skills Inventory (CSI) in cross-cultural studies was investigated by comparing responses of 348 English-speaking, 142 bilingual Puerto Rican, and 109 monolingual Spanish college students. Analyses illustrate a stable and reliable factor structure across cultures for the CSI and its Spanish translation. (SLD)