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Development and validation of a Spanish version of the Grit-S Scale
Abstract
© 2018 Arco-Tirado, Fernández-Martín and Hoyle. This paper describes the development
and initial validation of a Spanish version of the Short Grit (Grit-S) Scale. The
Grit-S Scale was adapted and translated into Spanish using the Translation, Review,
Adjudication, Pre-testing, and Documentation model and responses to a preliminary
set of items from a large sample of university students (N = 1,129). The resultant
measure was validated using data from a large stratified random sample of young adults
(N = 1,826). Initial validation involved evaluating the internal consistency of the
adapted scale and its subscales and comparing the factor structure of the adapted
version to that of the original scale. The results were comparable to results from
similar analyses of the English version of the scale. Although the internal consistency
of the subscales was low, the internal consistency of the full scale was well-within
the acceptable range. A two-factor model offered an acceptable account of the data;
however, when a single correlated error involving two highly similar items was included,
a single factor model fit the data very well. The results support the use of overall
scores from the Spanish Grit-S Scale in future research.
Type
Journal articlePermalink
https://hdl.handle.net/10161/16742Published Version (Please cite this version)
10.3389/fpsyg.2018.00096Publication Info
Arco-Tirado, JL; Fernández-Martín, FD; & Hoyle, RH (2018). Development and validation of a Spanish version of the Grit-S Scale. Frontiers in Psychology, 9(FEB). 10.3389/fpsyg.2018.00096. Retrieved from https://hdl.handle.net/10161/16742.This is constructed from limited available data and may be imprecise. To cite this
article, please review & use the official citation provided by the journal.
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Rick Hoyle
Professor of Psychology and Neuroscience
Research in my lab concerns the means by which adolescents and emerging adults manage
pursuit of their goals through self-regulation. We take a broad view of self-regulation,
accounting for the separate and interactive influences of personality, environment
(e.g., home, school, neighborhood), cognition and emotion, and social influences on
the many facets of goal management. Although we occasionally study these influences
in controlled laboratory experiments, our preference is to study the pu

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