Examining the Relationship Between Self-Regulatory Climate and Student Grit in an Urban School District

• In Event: Poster Session 3
  In Poster Session: Measuring, Assessing, and Fostering Metacognition and Self-Regulated Learning

Abstract

Urban schools face a multitude of challenges that affect student performance. Social conditions such as poverty, violence, and limited teaching capacity and parent-school interactions inhibit student ability to fulfill educational potential. Attention is needed to understand school conditions that mitigate these negative effects to enhance student performance. This study used a conventional multilevel model to examine student free/reduced lunch status and school self-regulatory climate influences on student grit. Results reveal that school environments that meet student psychological needs of competence, autonomy, and relatedness (i.e. self-regulatory climate) facilitate student grit to pursue educational goals. SES did not influence grit scores indicating that schools may be able to influence student motivation by building a culture within schools that meets student psychological needs.

Authors

• Katherine A. Curry, Oklahoma State University

• Gaetane Jean-Marie, University of Louisville

• Mwarumba Mwavita, Oklahoma State University