Gender Differences, Grit, Mindset, and Passion among MSU-Marawi

College Students in the New Normal

Ma. Nenita L. Magallanes

Faculty
Mindanao State University-Marawi, Faculty,
Department of Psychology and Related Services,
Marawi City, Lanao del Sur, Philippines
manenita.magallanes@msumain.edu.ph
+63 997 238 5677

Abstract

A year after COVID-19 pandemic has emerged, people have suddenly been forced to adapt to the changes that
take place: work-from-home setting, parents home-schooling their children in a new blended learning setting,
lockdown and quarantine, and the mandatory wearing of face mask and face shield in public. People’s routines
are changing as their lives are upheaved by the changes brought about by the pandemic. These changes that have
taken place are considered the ‘new normal’. The ‘new normal’ has transformed essential aspects of human life,
particularly the educational journey of college students. The primary aim of this study was to determine the
relations and significant differences of grit, mindset, and passion across gender in the ‘new normal’ among
college students. One-hundred-forty-six (females = 80; males = 66) conveniently sampled MSU-Marawi college
students participated in the study. Instruments used were customized and validated to establish psychometric
soundness to fit to the context of the study. These included the Passion scale (Cronbach a = .87) to measure the
Passion factor; the Grit scale (Cronbach a = .86) to measure the Grit factor; the Theories of Intelligence Scale
(TIS) [Cronbach a = .84] to measure the Mindset factor. The participants accomplished these three instruments
through Google Form. SPSS v25 software was employed to statistically treat and analyze the data. Main findings
revealed that age yielded significant correlation with mean total Passion score (r = -.23); does not yield
significant correlation with mean total Grit score (r = -.12) and mean total Mindset score (r = -.08). According
to gender, females had total Passion score 4.03, SD = .62 and males had 4.19, SD = .60; the difference was
significant; females had total Grit score 3.53, SD = .51 and males had 3.52, SD = .63; the difference was not
significant; females had total Mindset score 4.40, SD = .83 and males had 4.28, SD = .1.07; the difference was
not significant. There were significant differences between female and male students in the Passion factor only,
in favor of male students. Significant correlation among all factors for both female and male students indicated
the following: Passion and Grit, r = .44; Passion and Mindset, r = .26; Grit and Mindset, r = .27. Findings for
separate gender revealed same pattern for the female students --- a significant correlation among all factors:
Passion and Grit, r = .38; Passion and Mindset, r = .30; Grit and Mindset, r = .36. The pattern for the male
students was different; significant correlations between Passion and Grit, r = .50; Passion and Mindset, r = .36;
Grit and Mindset, r = .22. These findings are indicative of gender differences in terms of the relationships that
exist among Grit, Mindset, and Passion factors. These differences may imply that the ‘new normal’, in more
ways than one, may have directly or indirectly influenced the drive to push forward. Moreover, the study is
limited to the small number of participants and the participants’ younger age range. To counter this limitation,
further studies should be conducted with bigger sample size and older age range.

Keywords: gender difference, grit, mindset, passion, new normal

INTRODUCTION

A year after COVID-19 pandemic has emerged, people have been suddenly forced to adapt to the changes that
take place: work-from-home setting, parents home-schooling their children in a new blended learning setting,
lockdowns and quarantine, and the mandatory wearing of face mask and face shield in public. People’s routines
are changing as their lives are upheaved by the changes brought about by the pandemic. These changes that have
taken place are considered the ‘new normal’. The new normal has transformed essential aspects of human life;
1
one of which is the educational journey of college students. Some fascinating behaviors emerged as part of
coping with the new normal.

In order to achieve competence in an area, whether they be practical skills, sport skills, or knowledge, there is no
doubt that practice and experience are very significant. A person who has knowledge or skill in an area is called
an expert. Experts are ‘made not born’ (Ericsson et al., 2007). To become an expert, one needs deliberate
practice over many years (Sala & Gobet, 2017). Some influences, such as grit (Duckworth, 2016), mindset
(Dweck, 2017), and passion (Vallerand, 2010), are needed. Although general abilities have been considered
important predictors of success, the same general ability does not predict differences in accomplishment,
expertise, or success in a particular field (Duckworth et al., 2007). Accordingly, some psychologists questioned
the intellect, and proposed perseverance and persistence as important and necessary.

Grit is referred to as endurance and passion for long-term goals and is characterized by diligence, and contributes
to the unceasing effort and interest despite failures. In the school setting, grit is associated with productivity,
commitment, motivation, performance, study hours, learning styles, and goal-orientation (Kannangara et al.,
2018). It was further revealed that females scored higher on grit compared to males (Kannangara et al., 2018).
Mindset, on the other hand, is understood as people’s beliefs about the nature of human attributes, such as
intelligence or personality (Dweck, 2012). Some people have fixed mindset and believe that human attributes are
stable and permanent qualities. On the contrary, people with a growth mindset believe that human attributes can
be changed and that it is possible to become more intelligent through learning, practice, and experience. Having
a growth mindset is linked to coping responses to challenges and well-being; whereas having a fixed mindset is
associated to helplessness and vulnerability (Mangels et al., 2006). Yeager and Dweck (2019) indicated that
students with a growth mindset showed higher achievement across challenging school transitions, from face-to-
face to online distance learning, and excellent completion rates in all courses. Passion, moreover, is probably one
explanation why some individuals offer much time, effort, and hard work towards achievement (Sigmundsson et
al., 2020). Passion is defined as a strong desire or enthusiasm for something (Oxford University Press, 2019), or
a strong feeling toward a very important value or preference (Jachimowics et al., 2018). It contributes to the
focus necessary for the individual to achieve goals (Duckworth et al., 2011).

These variables, grit, mindset, and passion, were seen as significant for the development of skills and knowledge
(Sala & Gobet, 2017). However, what is not studied much is the relationships among these significant influences
across age and gender, as well as significant differences of these relationships across gender. Hence, the primary
aim of this study was to determine the relationship between grit, mindset, and passion across age and gender, as
well as significant differences of these relationships across gender. Specifically, this study sought to answer the
following research questions (RQs) and to test the following hypothesis.

RQ1 What is the relationship between grit and mindset, mindset and passion, and passion and grit across age?
RQ2 What is the relationship between grit and mindset, mindset and passion, and passion and grit across gender?
RQ3 Is there significant difference in grit, mindset, and passion variables across gender?

Ho1 There is no significant relationship between grit and mindset, mindset and passion, and passion and grit
across age.
Ha1 There is significant relationship between grit and mindset, mindset and passion, and passion and grit across
age.
Ho2 There is no significant relationship between grit and mindset, mindset and passion, passion and grit across
gender.
Ha2 There is significant relationship between grit and mindset, mindset and passion, passion and grit across
gender.
Ho3 There is no significant difference in grit, mindset, and passion variables across gender.
Ha3 There is significant difference in grit, mindset, and passion variables across gender.

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MATERIALS AND METHODS

The study is quantitative in nature. It employed correlational analysis to determine relationships among the
variables grit, mindset, and passion across age and gender. Linear regression analysis was employed to
determine significant differences of the variables across gender. One-hundred-forty-six (146) conveniently
sampled MSU-Marawi college students (80 females and 66 males) participated in the study. The participants
indicated their age, gender, and educational level. Mean age of the whole group was 22.01 (SD = 5.12); for the
female group (n = 80), mean age was 21.63 (SD = 3.67); for the male group (n = 66), mean age was 22.43 (SD =
6.36). Only age and gender were correlated with grit, mindset, and passion variables. Participants responded to
the Grit Scale, Theory of Intelligence Scale (TIS) for the mindset variable, and the Passion Scale through Google
Form.

A short form of the Grit Scale (Duckworth & Quinn, 2009) was used to measure participants’ grit level. It is
composed of eight items to which participants rated using 5-point Likert format in terms of how much the item is
“true” (i.e., 1 = not at all like me… 5 = very much like me). The scale includes two subscales of four items each:
Consistency of Interest (COI) and Perseverance of Effort (POE). When both subscales scores are summed, the
higher average scores indicate diligence and endurance to the unceasing interest and effort despite failures. For
the mindset variable, Theories of Intelligence Scale (TIS) was used to measure participants’ increment
conceptions of intelligence (Braten & Stromso, 2004). The self-form was used to ensure that participants focused
on their ideas about their own intelligence. The scale is composed of dimensions with items rated on a 6-point
Likert format, from 1 = strongly agree to 6 = strongly disagree. The 8-item TIS is the most commonly used in
research literature concerning mindset. When all items are summed, the higher average scores indicate a greater
amount of incremental beliefs about intelligence. The Passion Scale (Sigmundsson et al., 2020) is a 5-point
Likert format used to measure participants’ level of passion. The maximum score on the scale is 5 (extremely
passionate) and the minimum scale score is 1 (not at all passionate).

All three scales were customized and validated to fit to the context of the study, indicating the following
psychometric qualities --- Grit-S indicated good internal consistency (Cronbach a = .82 and a = .84) for COI and
POE subscales, respectively; TIS (for mindset variable) indicated good internal consistency (Cronbach a = .85)
and test-retest reliability (r = .80); Passion Scale indicated good internal consistency (Cronbach a = .86) and a
high test-retest reliability (r = .92).

SPSS v25 for Windows software (SPSS Inc., Chicago, Il., USA) was used to statistically treat and analyze the
data. Specifically, to analyze significant differences across males and females, Mann-Whitney U test was used;
to analyze relationships between the variables (grit and mindset, mindset and passion, passion and grit), the
Spearman’s rho correlation was used; to analyze significant differences between the correlation coefficients of
three variables across males and females, Fischer r-to-z transformation was used. Statistical significance was set
up at p < .05 level. Finally, to get a more nuanced comprehension of the associations between grit and mindset,
mindset and passion, and passion and grit, linear regression analysis was undertaken.

Ethics in research, particularly informed consent, debriefing, anonymity of participants, and confidentiality of
data gathered were considered.

RESULTS

Main findings of the study are presented here.

Age does not yield a significant correlations with mean total Grit score (r = -.12) and mean total Mindset score (r
= -.08), but yields a significant correlation with mean total Passion score (r = -.23) using the Spearman’s rho
correlation.

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Table 1 Correlation of age (mean age = 22.01) with Grit, Mindset, and Passion

r (correlation coefficient) Remark

Grit -.12 Not significant
Mindset -.08 Not significant
Passion -.23 Significant
Note: p < .01 level of significance, Spearman’s rho correlation

In relation to gender, female participants has total Grit score 3.53, SD = .51 and male participants has 3.52, SD =
.63 which yield no significant difference; for Mindset score, female participants had 4.40, SD = .83 and male
participants had 4.28, SD = 1.07 which also yield no significant difference. However, for the total Passion score,
female participants had 4.08, SD = .62 and male participants had 4.19, SD = .60 which yield significant
difference (Z = -1.65, p < .05, Mann-Whitney U test, one-tailed).

Table 2 Mean score for Grit, Mindset, and Passion for the whole group and across gender

Group (N=146) Females (N=80) Males (N=66) pa

Mean SD Mean SD Mean SD
Grit 3.52 .57 3.53 .51 3.52 .63 Not significant
Mindset 4.35 .95 4.40 .83 4.28 1.07 Not significant
Passion 4.10 .61 4.03 .62 4.19 .60 Significant
a
Mann-Whitney U test, one-tailed, p < .05 level of significance

To establish relationships between the variables of interest, correlational analyses for the whole sample and
across gender were undertaken. Tables 3, 4, and 5 display the results accordingly.

Table 3 Inter-correlations between Grit, Mindset, and Passion of the whole group (N = 146)

Grit Mindset Passion

Grit 1 .27a .44a
Mindset 1 .26a
Passion 1
a
Correlation is significant at .01 level, 2-tailed

The results reveal significant correlations at p < .01 level between Grit and Mindset (r = .27), Mindset and
Passion (r = .26), and Passion and Grit (r = .44).

Table 4 Inter-correlations between Grit, Mindset, and Passion among females (N = 80)

Grit Mindset Passion

Grit 1 .36a .38a
Mindset 1 .30a
Passion 1
a
Correlation is significant at .01 level, 2-tailed

Among females, the results show a significant correlation at p < .01 level between Grit and Mindset (r = .36),
Mindset and Passion (r = .30), and Passion and Grit (r = .38).
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Table 5 Inter-correlations between Grit, Mindset, and Passion among males (N = 66)

Grit Mindset Passion

Grit 1 .22a .50b
Mindset 1 .26a
Passion 1
a
Correlation is significant at .05 level, 2-tailed
b
Correlation is significant at .01 level, 2-tailed

Among males, the correlation is not significant at p < .05 level between Grit and Mindset (r = .22), but have
significant correlations at p < .05 between Mindset and Passion (r = .26) and at p < .01 level between Passion
and Grit (r = .50).

Tables 6 and 7 display the linear regression analyses for the variables of interest for females and for males,
respectively.

Among the female participants, Table 6 displays that with Passion as the dependent variable, the linear
regression analysis reveals that both Grit (B = .24, p = .03) and Mindset (B = .24, p = .04) significantly
contribute to the regression model, explaining 15.5% of the variation in the Passion variable. The R 2 (.16) and
significant F- value (7.07, p = .002) support medium fit in the model. With Grit as the dependent variable, the
linear regression analysis reveals that both Passion (B = .24, p = .03) and Mindset (B = .27, p = .02) significantly
contribute to the regression model, explaining 17.2% of the variation in the Grit variable. The R2 (.17) and
significant F-value (8.02, p = .001) support medium fit in the model. Lastly, with Mindset as the dependent
variable, the linear regression analysis reveals that both Passion (B = .23, p = .04) and Grit (B = .27, p = .02)
significantly contribute to the regression model, explaining 17.1% of the variation in the Mindset variable. The
R2 (.17) and significant F-value (7.94, p = .001) support medium fit in the model.

Table 6 Linear regression analysis for Grit, Mindset, and Passion variables among females (N = 80)

Grit Mindset Passion

Model 1 Model 2 Model 1 Model 2 Model 1 Model 2
Grit .27*** .33*** .24**
Mindset .27*** .24**
*** ** *** **
Passion .33 .24 .32 .23
Model
summary
R .33 .42 .32 .41 .33 .39
2
R .11 .17 .10 .17 .11 .16
2
Adjusted R .09 .15 .09 .15 .09 .13
Durbin-Watson
F 9.19*** 8.02*** 9.04*** 7.94*** 9.19*** 7.07***
Note: ** p < .05, *** p < .01; the coefficients reported are the standardized beta coefficients.

Among the male participants, Table 7 displays that with Grit as the dependent variable, the linear regression
analysis reveals that both Passion (B = .54, p = .001) significantly explains the variation in Grit, while Mindset
(B = .09, p = .40) does not significantly explain the variation in Grit. The regression model explains 31.2% of the
variation in the Grit variable. The R2 (.31) and significant F-value (14.29, p = .001) support high fit in the model.
With Mindset as the dependent variable, the linear regression analysis reveals that neither Passion (B = .09, p =
.51) nor Grit (B = .13, p = .40) significantly explain the variation in Mindset. The regression model explains
5
3.6% of the variation in the Mindset variable. The R 2 (.04) and significant F-value (1.19, p = .31) support low fit
in the model. Lastly, with Passion as the dependent variable, the linear regression analysis reveals that Grit (B =
.54, p = .001) significantly explains variation in the Passion variable, while Mindset (B = .07, p = .54) does not
significantly explain the variation in the Passion variable. The regression model explains 30.8% of the variation.
The R2 (.31) and significant F-value (14.04, p = .001) support high fit in the model.

The variance inflation factor (VIF) suggests that there are no problems with multicollinearity in the data as the
values are all below 10. Values exceeding 10 may indicate multicollinearity (Palliant, 2016). Durbin-Watson’s
F-values below 1 or above 3 may be a cause of concern in relation to independent errors. This may indicate
dependent errors in the data (Field, 2018). Fortunately, the tests do not show a cause of concern in the data set.

Table 7 Linear regression analysis for Grit, Mindset, and Passion variables among males (N = 66)

Grit Mindset Passion

Model 1 Model 2 Model 1 Model 2 Model 1 Model 2
***
Grit .13 .55 .54**
Mindset .09 .07
*** ***
Passion .55 .54 .16 .09
Model
summary
R .55 .56 .16 .19 .55 .56
2
R .30 .31 .03 .04 .30 .31
2
Adjusted R .29 .29 .01 .01 .29 .29
Durbin-Watson
F 27.91*** 14.29*** 1.67 1.19 27.91*** 14.04***
***
Note: p < .01; the coefficients reported are the standardized beta coefficients

DISCUSSION

The primary goal of the study was to determine the relationships between Grit, Mindset, and Passion variables
across age and gender, as well as gender differences in these relationships. One-hundred-forty-six (146) MSU-
Marawi college students (80 females and 66 males) responded to the Grit-S, TIS (for Mindset variable), and
Passion-S through Google Forms. Research indicated that these three variables were seen to be important for the
development of skills and knowledge (Sigmundsson et al., 2020). Nonetheless, the relationship between the
specific variables (i.e., between Grit and Mindset, between Mindset and Passion, and between Passion and Grit)
as well as the differences of these relationships across gender have not been much studied yet.

The main finding of the study indicated significant relationships among the three variables, the highest of which
was between Passion and Grit variables (r = .44). This may imply that, in relation to goal accomplishment, there
can be interplay of these factors. If the channel to accomplishment is taken as an arrow, Grit may be seen as the
strength and size of the arrow, or in the real sense, the efforts one puts in, while Passion may be seen as giving
direction to the goal one wants to accomplish or to an area one wants to be good at (Sigmundsson et al., 2020).
Research also indicated the importance of Grit for performance (Duckworth, 2016) and Mindset to develop Grit
(Dweck, 2017). The finding of the present study that Passion and Mindset (r = .26) and Grit and Mindset (r =
.27) have significant relationships actually confirms these previous researches.

In the female sample, the correlation between the specific variables also indicates significant relationships. This
is also supported by the linear regression analysis indicating that females with higher Passion have also higher
Grit and higher Mindset. Interesting finding is the moderate correlation (r = .36) between Grit and Mindset in the

6
sense that earlier research indicated higher correlation (r = .77) between Grit and consciousness (Duckworth et
al., 2007). Moreover, Passion and Grit are also moderately correlated (r = .38) among females.

In the male sample, a moderate significant correlation (r = .50) between Passion and Grit is indicated.
Nevertheless, lower correlations between Grit and Mindset (r = .22) and between Mindset and Passion (r = .26)
are indicated. These findings are supported by the linear regression analysis which in fact shows that Mindset
does not have significant influence to neither Passion nor Grit. It is Grit and Passion instead that highly influence
the variation of the Passion and Grit as dependent variables, respectively. Moderate correlation between Passion
and Grit in males may imply that males who have moderate Passion score may also have moderate Grit score
and vice versa. The finding also indicates that significant differences exist across gender, in favour of the males.
Assumption could be that if Passion is a strong driving force for males, if males are prioritizing time and effort,
and exhibit positive attitude on some issues, then they need to have high Passion for those activities. That is,
when Grit is observed in males, it might explain Passion, that a strong feeling toward a personally essential value
may motivate behaviour toward that value. Arguably, Passion provides individuals with the focus essential to
accomplish goals (Duckworth, 2016).

CONCLUSION/IMPLICATION/RECOMMENDATION

To encapsulate, the results of this study revealed that no significant relations were established between age and
grit and between age and mindset; however, a significant relation existed between age and passion. Moderate
significant relationship between the variables Grit, Mindset, and Passion across gender were established. It is
interesting to note that the correlations (between Grit and Mindset, Mindset and Passion, and Passion and Grit)
of the specific variables are significantly different across gender in favor of the male sample. The significant
gender differences found in the Passion variable may help understand differences in performance in different
areas, like females’ superior performance in the educational settings (Vallerand, 2010). Moreover, the
differences in Passion between gender may imply that a variety of teaching methodologies or techniques should
be provided for in teaching-learning situations in the new normal, particularly that there is a shift from the
interactive face-to-face/in-person classes to virtual online distance learning environments. Educators should
strive for appropriate learning circumstances and emphasize focus on individual learner’s interests, abilities,
strengths, and resources. The findings may also imply that due to limited resources, like limited access to
internet connection, monetary difficulties, and in general economic deprivation, these students may not have the
grit, the mindset, and the passion to focus on accomplishing the goals set forth. Therefore, it can be said that the
new normal, in more ways than one, may have influenced directly or indirectly the drive to push forward.

Considering that the new normal is the context of the study, the main limitations involved the small sample size
and the younger age range of the participants. To counter these limitations, further studies should be conducted
involving a bigger sample size and older age range of the participants. In addition, further study on the influence
of grit, mindset, and passion on student’s online-class academic achievement across age and gender is
recommended.

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