Domain-Specificity of Performance Measures of Academic Diligence

• In Event: 29.079 - Investigating Performance Tasks as Measures of Social and Emotional Learning Skills

Abstract

Objectives and Theoretical Framework
We investigate the domain-specificity of a performance measure of academic diligence - the Academic Diligence Task (ADT) (Galla et al., 2014). We do this by extending the ADT, which has been validated in the math domain, to the verbal and spatial domains. We define academic diligence as the disposition to work assiduously on tasks that are beneficial in the long run but tedious in the moment. Our approach to conceptualizing diligence is grounded in the deliberate practice framework (Ericsson, Krampe, & Tesch-Römer, 1993), which posits that skill is the consequence of sustained practice, repeated over time, with feedback and guidance. Academic diligence overlaps with other traits, such as self-control and grit. However, whereas academic diligence refers narrowly to effortful engagement with school-related activities, self-control entails regulating impulses in other domains as well (e.g., eating,). And whereas diligence is intended to bring about long-term goals (e.g., a higher GPA), the timeframe is not as extended as with grit, which is the proclivity to pursue goals over years and years.

Method
The ADT is a web-based computerized task designed to mirror real-world situations where a student must make the difficult decision of completing an easy but tedious skill-building task (i.e., single-digit subtraction for the math domain; spelling for the verbal domain; and navigation for the spatial domain) while forgoing entertaining distractions (e.g., viewing music videos, movie trailers, sports highlights, or playing Tetris). After explaining the importance of the skill-building task, students interact (across three, 3-minute blocks) with a split-screen interface that provides them the choice to either complete the skill-building activity or engage with the distractors (see Figure 1 for screenshot). The dependent variable is the percent of time spent on the skill-building activity.

The sample included 312 students from eight U.S. middle-schools who were randomly assigned to complete the math, verbal, or spatial versions of the task. Students completed self-report measures of grit and self-control (to assess convergent validity). They also completed a measure of IQ (covariate). Report card grades (GPA) were obtained from school records (to assess predictive validity).



Results and Significance
There was a significant difference (p < .05) in time on task across the three domains (math = 45%; verbal = 53%; and spatial = 42%), so the measure was z-score standardized by domain. We computed partial correlations between time on task and grit, self-control, and GPA after controlling for school affiliation, demographics (i.e., sex, ethnicity, SES), and IQ. The math task significantly positively correlated with grit (r = .22), self-control (r = .32), and GPA (r = .29), whereas the verbal and spatial tasks correlated with GPA (rs = .32 and .22), but not with grit or self-control (rs between .05 and .16).

The results replicate prior results using the math ADT, and further suggest the importance of considering task domain when validating performance measures of non-cognitive abilities. They also highlight the significance of academic diligence as a non-intellective trait that predicts academic achievement after controlling for cognitive ability and demographics.

Authors

• Sidney K. D'Mello, University of Notre Dame

• Brian Galla, University of Pittsburgh

• Angela L. Duckworth, University of Pennsylvania