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. 2021 Jun;52(3):464-476.
doi: 10.1007/s10578-020-01031-3.

The Bright Side of Grit in Burnout-Prevention: Exploring Grit in the Context of Demands-Resources Model among Chinese High School Students

Ziwen Teuber  1 , Fridtjof W Nussbeck  2 , Elke Wild  3
Affiliations

The Bright Side of Grit in Burnout-Prevention: Exploring Grit in the Context of Demands-Resources Model among Chinese High School Students

Ziwen Teuber et al. Child Psychiatry Hum Dev. 2021 Jun.

Erratum in

Abstract

This study contributes to understanding students' emotional responses to academic stressors by integrating grit into the well-established Job Demands-Resources Model and by examining the relationship between academic demands, grit (consistency of interests, perseverance of effort), burnout, engagement, academic achievement, depression, and life satisfaction in Chinese students. We conducted a self-report study with N = 1527 Chinese high school students (Mage = 16.38 years, SD = 1.04). The results of structural equation modeling showed that after controlling for gender, socio-economic status, and school types, demands positively related to burnout and negatively related to engagement. Both facets of grit negatively related to exhaustion, whereas only perseverance of effort positively related to engagement. Burnout positively related to depression and negatively related to life satisfaction, whereas engagement positively related to life satisfaction. However, neither burnout nor engagement was related to academic achievement. Our findings indicate that grit may be protective against school burnout.

Keywords: Academic achievement; Chinese learners; Life satisfaction; Personality; Resilience.

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Conflict of interest statement

The authors declare that they have no conflict of interest.

Figures

Fig. 1
Fig. 1
Locating the variables of interest in the JD-R model. Assumed effects of exhaustion and engagement on depression are presented in parentheses. Dotted paths = not included in the original JD-R. SES socio-economic status
Fig. 2
Fig. 2
Final SEM with significant standardized regression coefficients after controlling for sex, school type, and SES. DE academic demands, INT consistency of interests, PER perseverance of effort, ENG schoolwork engagement, EE emotional exhaustion, ACH academic achievement, DEP depressive symptoms, SWLS satisfaction with life. *p < 0.05. **p < 0.01. ***p < 0.001. Note: For sake of simplicity, control variables and their path coefficients as well as non-significant path coefficients are not depicted but estimated in the model
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