Received 12/10/19

Revised 02/17/20
Accepted 02/19/20
DOI: 10.1002/cdq.12241

Triarchic Model of Grit Dimensions as

Predictors of Career Outcomes
Lo Chi Ting and Jesus Alfonso Daep Datu
Recent studies have emphasized the importance of applying positive psychologi-
cal theories in the context of career development (Hull et al., 2020; Vela et al.,
2015, 2019). However, limited research has been carried out on how specific
positive personality traits might contribute to optimal career functioning. We ad-
dressed this gap by exploring the link of a triarchic model of grit dimensions (i.e.,
perseverance of effort, consistency of interests, and adaptability to situations) to
career maturity, career decision-making self-efficacy, and career goal setting among
Hong Kong Chinese secondary school students. Perseverance of effort positively
predicted career goal setting and career decision-making self-efficacy. Consistency
positively predicted career goal setting and career maturity. Adaptability to situa-
tions positively predicted career maturity, career decision-making self-efficacy, and
career goal setting. Results point to the importance of designing school-based grit
interventions to facilitate optimal career-related functioning.
Keywords: career decision-making self-efficacy, career goal setting, career maturity,
triarchic model of grit, career development

Career development is a lifelong journey that involves a complex array of

tasks, such as active career planning (Savickas, 1997), vocational explora-
tion, development of vocational identity (Savickas, 1999; Trede, 2012),
and effective transition from school to work (Zikic, 2006). Research has
shown that broad personality traits, such as optimism, conscientiousness,
extraversion, and openness to new experiences, are linked to higher levels
of productive career planning and exploration (Creed et al., 2002, 2007;
Tokar et al., 1998). Yet, little is known about how specific personality
traits contribute to optimal career progression. Therefore, we examined
possible links between grit and different aspects of career development.

Grit
Grit denotes passion and perseverance for achieving long-term goals
(Duckworth et al., 2007) and comprises two dimensions. One dimen-
sion, perseverance of effort, encompasses the ability to persist and endure
failures to achieve long-term goals. The other dimension, consistency of
interests, refers to the capacity to stay focused on tasks or interests that
may help in attaining specific goals. Studies have demonstrated that the
two-factor model of grit relates positively to desirable academic variables,
Lo Chi Ting and Jesus Alfonso Daep Datu, Department of Special Education and
Counseling/Integrated Centre for Wellbeing, The Education University of Hong
Kong. This article is based on the undergraduate degree honors project of the first
author under the supervision of the second author. Correspondence concerning this
article should be addressed to Jesus Alfonso Daep Datu, Department of Special
Education and Counseling/Integrated Centre for Wellbeing, Room D2-2F-28, The
Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories,
Hong Kong SAR China (email: jadatu@eduhk.hk).
© 2020 by the National Career Development Association. All rights reserved.

348 The Career Development Quarterly DECEMBER 2020 • VOLUME 68

such as school achievement (Duckworth et al., 2007; Duckworth &
Quinn, 2009; Strayhorn, 2014), academic motivation (Eskreis-Winkler
et al., 2014), academic engagement (Datu et al., 2016), and school
adjustment (Bowman et al., 2015). There is also evidence for how grit
positively relates to well-being, meaning in life (Datu et al., 2019), hope
and optimism (Sheridan et al., 2015), and job satisfaction (Meriac et
al., 2015; Reed et al., 2012).
Nevertheless, critical issues have been raised about the two-factor model
of grit (Credé et al., 2017; Datu et al., 2017b). For instance, serious
concerns have been expressed about the validity of the grit construct
(Credé et al., 2017; Datu et al., 2017b) and especially that consistency
of interests did not predict meaningful performance and psychological
outcomes (Bowman et al., 2015; Datu et al., 2016; Disabato et al., 2019;
Suzuki et al., 2015; Yoshizu & Nishikawa, 2013). Concerns have also
been raised about the psychometric validity of existing measures of the
two-factor model of grit (Suzuki et al., 2015; Youshitsu & Nishikawa,
2013). For example, the reliability estimates of consistency of interests
were relatively low in non-Western societies (Disabato et al., 2019). Credé
et al. (2017) stressed that the theoretical significance of grit primarily
revolves around its perseverance of effort dimension.

Triarchic Model of Grit

To address the limitations raised about the two-factor model of grit,
researchers have conceptualized a triarchic model of grit (TMG; Datu et
al., 2017a, 2018a). The TMG offers an alternative view that underscores
the significance of perseverance of effort, consistency of interests, and
adaptability to situations in achieving long-term goals. A major distinc-
tion of this model within the original grit theory (Duckworth et al.,
2007) lies in the adaptability to situations dimension, which refers to
a person’s capability to calibrate behaviors, preferences, and decisions
based on situational and contextual factors (Datu et al., 2017a, 2018a).
Whereas Duckworth et al.’s (2007) framework underscored the value of
endorsing similar interests over a prolonged period (i.e., consistency of
interests), the TMG stresses the value of regulating and even changing
interests depending on what actions or choices are needed in various
situations. Therefore, because the adaptability to situations dimension
of the TMG equally places importance on modifying one’s interests
contingent on situational or contextual factors, we anticipate that this
model of grit may be associated with optimal career functioning.
Research has shown that both perseverance of effort and adaptability
to situations are linked to higher levels of academic self-efficacy (Datu
et al., 2017a), academic engagement (Datu et al., 2018b), career explo-
ration self-efficacy (Datu et al., 2017a), academic motivation (Datu et
al., 2018b), talent development self-efficacy (Datu et al., 2017a), and
well-being outcomes (Datu et al., 2020). However, literature on how
TMG dimensions are associated with career-related outcomes is scarce.

Grit and Adolescent Career Development

There is reason to assert that grit may be linked to desirable career
functioning among adolescents. Because grit entails showing passion,

The Career Development Quarterly DECEMBER 2020 • VOLUME 68 349

perseverance, and adaptability with respect to long-term goals (Datu
et al., 2017a, 2018a), it might serve as a pathway to achievement of
essential career developmental milestones. Life-span, life-space theory
(Super, 1990) posits that career decision-making is a developmental pro-
cess characterized by systematic transitions and fulfillment of normative
expectations across five developmental phases (i.e., growth for birth to
age 14 years, exploration for ages 15 to 24 years, establishment for ages
25 to 44 years, maintenance for ages 45 to 64 years, and disengagement
for ages 65 years and above). For adolescents who first encounter the
exploration phase of career development, the essential developmental
tasks involve (a) crystallization of career choices (creating and planning
a temporary career goal), (b) specification of a career choice (translat-
ing a broad career interest to a more specific career choice), and (c)
implementation of a career choice.
It seems likely that grit’s components may relate to adolescents’
ability to successfully fulfill career-related normative expectations. For
example, showing increased perseverance of effort may enable them to
cope with the challenges (e.g., achieving a competitive grade point aver-
age, preparing for university entrance examinations) and even setbacks
associated with completing secondary or high school education and get-
ting admitted into their desired undergraduate degree program. In the
same way, demonstrating higher consistency of interests may empower
adolescents to continue spending effort on interests and activities that
might result in better academic performance or career outcomes. In turn,
showing adaptability to situations may allow them to change unrealistic
interests, plans, or ambitions based on situational demands (e.g., for
students with low science ability or aptitude, they may shift career plans
away from applying for a degree in nursing to, instead, education).
The hypothesized benefits of the adaptability to situations dimension
of grit seem related to the career adaptability model (Savickas, 1997;
Savickas et al., 2009; Savickas & Porfeli, 2012), which emphasizes the
importance of psychosocial resources for overcoming vocational chal-
lenges and calibrating career actions with reference to what is needed
in specific circumstances.
Purpose of the Study
We focused on grit and various career-related variables among a group
of senior secondary students who were expected to begin clarifying their
career identities and completing other significant career-related tasks
(Super, 1990). Specifically, we concentrated on assessing how TMG
dimensions relate to specific dimensions of effective career function-
ing. We chose to examine career decision-making self-efficacy, career
goal setting, and career maturity because these constructs have been
considered as building blocks of optimal career development (Creed
et al., 2002). Career decision-making self-efficacy refers to perceived
confidence in making career decisions (Taylor & Betz, 1983). Career
goal setting is defined as a form of goal commitment whereby people set
work-related goals and appraise their attainability and progress toward
reaching related objectives (Locke & Latham, 1990). We defined career
goal setting as individuals’ perceived capacity to set career-related goals
(Mu, 1998; Patton et al., 2004). Career maturity pertains to readiness

350 The Career Development Quarterly DECEMBER 2020 • VOLUME 68

for accomplishing major career development tasks (Luzzo, 1993; Sav-
ickas, 1984). Previous research found a positive correlation of career
maturity with self-esteem and self-efficacy (Munir & Tarigan, 2017). In
particular, our study tested the following hypotheses:

Hypothesis 1: Perseverance of effort will positively predict career deci-

sion-making self-efficacy, career goal setting, and career maturity.
Hypothesis 2: Adaptability to situations will positively predict career de-
cision-making self-efficacy, career goal setting, and career maturity.
Hypothesis 3: Consistency of interests will positively predict career decision-
making self-efficacy, career goal setting, and career maturity.

Method
Participants
The sample comprised 278 Secondary 4 and Secondary 5 students (Sec-
ondary 4 and Secondary 5 students are considered senior secondary school
students) from average-ability and low-ability secondary schools in Hong
Kong. These schools were chosen on the basis of their availability when
data collection activities were carried out. Participating schools were lo-
cated in working-class neighborhoods. Moreover, these schools typically
serve as preparatory environments for students aspiring to admission into
university programs and vocational schools. Participants’ age ranged from
16 to 20 years (M = 16.87, SD = 0.94). There were 136 boys and 130
girls in this study. Twelve students did not indicate their gender. Of the
participants, 141 (50.7%) were Secondary 4 students and 137 (49.3%) were
Secondary 5 students. These participants were recruited via convenience
sampling that involved inviting students who were available to answer a
survey packet during a data collection session to participate.

Procedure
The first author, with support from the second author, prepared an
ethical application clearance to collect data among selected secondary
school students. After securing approval from the Departmental Research
Ethics Committee of her university, she contacted and invited selected
secondary schools to participate in this research by sending the invita-
tion email that explained the research purposes and use of findings, as
well as arranging dates and time slots for distributing permission forms
and administering the assessment.
Before the survey was administered to participants, consent forms were
distributed to school and prospective participants. Two hundred twelve
participants (76%) were asked to fill in a pencil-and-paper consent form and
questionnaire; 66 participants (24%) used an online version of the consent
form and questionnaire. The online version of the survey packet was cre-
ated to accommodate the schedule of students who were not available to
take the paper-and-pencil version of the survey. On average, participants
required approximately 15 to 20 minutes to compete the survey packet.
Measures
Grit. We used the 10-item Triarchic Model of Grit Scale (Datu et al.,
2017a) to measure participants’ perseverance, passion, and adaptability

The Career Development Quarterly DECEMBER 2020 • VOLUME 68 351

for accomplishing long-term goals. Items are rated on a 5-point Likert-
type scale ranging from 1 (not like me at all) to 5 (very much like me).
The scale assesses the following dimensions of grit: perseverance of effort
(e.g., “I am a hard worker”), consistency of interests (e.g., “New ideas
and projects sometimes distract me from previous ones”), and adapt-
ability to situations (e.g., “Changing plans or strategies is important
to achieve my long-term goals in life”). In the current study, the alpha
coefficients of the Perseverance of Effort, Adaptability to Situations, and
Consistency of Interests subscales were .72, .75, and .58, respectively.
Career decision-making self-efficacy. We used the Career Decision-Making
Self-Efficacy Scale–Short Form (Betz et al., 1996) to assess confidence
for making effective career decisions. The Career Decision-Making
Self-Efficacy Scale–Short Form comprises 25 items (e.g., “How much
confidence do you have that you could select one major from a list of
potential majors you are considering?” and “How much confidence do
you have that you could identify employers, firms, institutions relevant
to your career possibilities?”). Items are rated on a 5-point Likert-type
scale ranging from 1 (no confidence at all) to 5 (complete confidence). In
the current study, the alpha coefficient of the scale was .94.
Career goal setting. We measured capability to set career-related goals
with a six-item scale developed by Mu (1998). Respondents rate each
item using a 5-point Likert scale (1 = strongly disagree, 5 = strongly
agree). Sample items include “I have a clear set of goals for my future,”
“I believe my career goals are realistic,” and “I am clear about the steps
I need to take to achieve my career goals.” In the current study, the
alpha coefficient of this scale was .90.
Career maturity. The Attitude subscale of the Career Maturity In-
ventory–Revised (Crites & Savickas, 1996) was used to measure the
participants’ perceived degree of career maturity. The Career Maturity
Inventory–Revised contains 50 items with a choice of either “agree (A)”
or “disagree (D)” and is scored by counting the total number of “cor-
rect” items. Sample items include “Everyone seems to tell me something
different; as a result, I don’t know what kind of work to choose” and
“The best thing to do is to try out several jobs, and then choose the
one you like best.” The original Career Maturity Inventory Attitude
subscale had been used in previous research about career development
in Hong Kong (Lee, 2007). The reliability coefficient of the Attitude
subscale in the present investigation was .76.

Data Analysis
Descriptive statistics were calculated for the predictor (i.e., persever-
ance of effort, consistency of interests, and adaptability to situations)
and outcome (i.e., career decision-making self-efficacy, career goal
setting, and career maturity) variables. Alpha coefficients of the sub-
scales of the grit and career-related functioning scales were computed
to provide evidence about the internal consistency of these measures.
Pearson product-moment correlation analyses were used to examine the
interrelationships between the grit dimensions and career development
outcomes. Multiple regression analyses were used to investigate whether
grit dimensions would predict career maturity, career decision-making
self-efficacy, and career goal setting. Demographic factors (i.e., age, sex,

352 The Career Development Quarterly DECEMBER 2020 • VOLUME 68

and year of study) were entered as covariates in the model. All of the
abovementioned analyses were carried out using SPSS (Version 24).

Results
Reliability estimates, descriptive statistics, and correlation coefficients
for the study variables appear in Table 1. All scores from the scales had
adequate reliability coefficients except for the consistency of interests
dimension of grit (α = .58). Both perseverance of effort and adaptability
to situations were positively correlated with career decision-making self-
efficacy and career goal setting. Consistency of interests was positively
correlated with both career maturity and career goal setting.
To examine whether grit dimensions would predict the career-related
variables after controlling for the influence of relevant demographic covari-
ates, such as age, gender, and year (level) of study, we conducted hierar-
chical regression analyses. We tested three regression models that entered
age, gender, and TMG dimensions as predictors of career decision-making
self-efficacy (Model 1), career goal setting (Model 2), and career maturity
(Model 3). Hypothesis 1 was partially supported in that perseverance of
effort positively predicted career decision-making self-efficacy and career
goal setting. Surprisingly, perseverance of effort negatively predicted career
maturity. Furthermore, adaptability to situations positively predicted all
career developmental outcomes (i.e., career maturity, career decision-
making self-efficacy, and career goal setting), which supported Hypothesis
2. Hypothesis 3 was not fully supported because although consistency
of interests positively predicted career goal setting and career maturity,
it did not predict career decision-making self-efficacy. The combination
of demographic covariates and TMG dimensions accounted for 22.9%,
20.8%, and 9.3% of the variance in career decision-making self-efficacy,
career goal setting, and career maturity, respectively. See Table 2.

Discussion
Research suggests that broad personality traits can shape optimal career
development outcomes (Bandura et al., 2001; Nilforooshan & Salimi,

TABLE 1
Reliability Estimates, Descriptive Statistics, and
Correlation Coefficients for the Study Variables
Variable a M SD 1 2 3 4 5 6
1. Consistency of .58 3.29 0.77 — .17** –.04 .05 .18** .18**
interests
2. Perseverance .72 2.96 0.83 — .39*** .30*** .32*** –.08
of effort
3. Adaptability to .75 3.27 0.72 — .48*** .39*** .06
situations
4. CDM self-efficacy .94 3.28 0.58 — .62*** .06
5. Career goal .90 3.45 0.73 — .00
setting
6. Career maturity .76 26.60 7.22 —
Note. CDM = Career decision-making.
**p < .01. ***p < .001.

The Career Development Quarterly DECEMBER 2020 • VOLUME 68 353

 TABLE 2
Hierarchical Regression Analyses of Demographic Variables
and Triarchic Model of Grit Dimensions as Predictors of
Three Career Development Variables
Variable B SE b t p
Model 1: CDM self-efficacy
Age –0.03 0.04 –.04 –0.78 .434
Gender –0.03 0.07 –.03 –0.43 .665
Consistency of interests 0.04 0.05 .05 0.85 .396
Perseverance of effort 0.10 0.04 .15* 2.35 .020
Adaptability to situations 0.32 0.05 .39*** 6.25 <.001
Model 2: Career goal setting
Age 0.00 0.05 –.01 –0.08 .934
Gender –0.05 0.08 .03 0.58 .560
Consistency of interests 0.17 0.06 .17* 3.05 .003
Perseverance of effort 0.17 0.06 .19* 3.05 .003
Adaptability to situations 0.31 0.06 .30*** 4.90 <.001
Model 3: Career maturity
Age –0.47 0.48 –.06 –0.97 .331
Gender 2.30 0.89 .16* 2.59 .010
Consistency of interests 2.05 0.59 .21** 3.50 .001
Perseverance of effort –1.29 0.59 –.15* –2.20 .028
Adaptability to situations 1.60 0.68 .16* 2.35 .020
Note. CDM = Career decision-making.
*p < .05. **p < .01. ***p < .001.

2016; Taber et al., 2011; Tokar et al., 1998). Our research contributes
to this line of evidence for the career-related benefits of positive traits
by establishing links between TMG dimensions and three career-related
variables among Hong Kong secondary school students.
Partially confirming Hypothesis 1, results indicated that perseverance
of effort positively predicted career decision-making self-efficacy and
career goal setting after controlling for the influence of age, gender,
and year level. Indeed, disposition to persist in challenging times may
be linked to elevated levels of confidence in arriving at a career deci-
sion, setting vocational aspirations, and perceiving oneself as having
readiness to achieve career-related developmental milestones. Our results
corroborate previous research findings on the positive associations of
perseverance of effort with career exploration self-efficacy (Datu et al.,
2017a), fewer career transitions (Duckworth et al., 2007), and academic
self-efficacy (Datu et al., 2017a; Oriol et al., 2017; Ruch et al., 2014;
Wolters & Hussain, 2015). Yet, ours is the first investigation of its kind
to demonstrate how perseverance of effort is positively linked to career
goal setting. It is possible that perseverance of effort may be linked to
increased career goal setting and career decision-making self-efficacy
because gaining concrete exposures in setting and pursuing challeng-
ing long-term goals may serve as “mastery experiences,” which have
been considered a major source of self-efficacy in specific domains of
performance (Bandura, 1997; Bandura et al., 2001).
Contrary to our expectation, perseverance of effort negatively pre-
dicted career maturity. This finding suggests that students’ inclinations
to persevere when pursuing temporally remote goals may be linked to

354 The Career Development Quarterly DECEMBER 2020 • VOLUME 68

lower levels of career progression. A potential explanation that may ac-
count for the negative association of perseverance of effort with career
maturity is the likelihood that continuously persisting to achieve long-
term goals may result in increased frustration, especially in situations
where failures are unavoidable (Lucas et al., 2015). This result alludes
to the potential “dark side” of espousing perseverance in the context
of accomplishing career ambitions.
In support of Hypothesis 2, adaptability to situations was associated
with higher levels of career maturity, career decision-making self-efficacy,
and career goal setting. It is reasonable to believe that adaptability to
situations may relate to better career development in that previous re-
search has shown that this dimension of grit was associated with career
exploration self-efficacy as well as talent development self-efficacy (Datu
et al., 2017a). Furthermore, existing studies have demonstrated that
being adaptable in the vocational aspect of one’s life is linked to a wide
range of outcomes, such as self-esteem (Hui et al., 2018), meaning in
life (Yuen & Yau, 2015), and school connectedness (Yuen & Yau, 2015),
among Hong Kong Chinese students. It is probable that adaptability to
situations can support individuals’ capability to generate better career
decisions because this dimension of grit may predispose them to antici-
pate challenges associated with career goal achievement and to consider
changing career plans when situations are not conducive for attaining
identified career goals. Our findings align well with the fundamental
tenets of career adaptability within career construction theory (Savickas,
1997; Savickas et al., 2009; Savickas & Porfeli, 2012), which points
to the benefits associated with effectively coping with career-related
obstacles and modifying career ambitions based on situational, social,
and contextual factors.
Finally, Hypothesis 3 was partly confirmed in that consistency of
interests was positively correlated with career maturity and career goal
setting. These findings further contribute to controversies surrounding
the potential theoretical utility of the consistency of interests dimension
of grit. On the one hand, our results aligned well with previous studies
that demonstrated a positive link between consistency of interests and
learning outcomes (Chen et al., 2018; Wolters & Hussain, 2015). On
the other hand, the low alpha coefficient for consistency of interests in
our investigation corroborates recent methodological criticisms against
the two-factor model of grit (Credé et al., 2017; Datu et al., 2017b).
Furthermore, it is probable that the inconsistent and shifting vocational
interests of adolescents in their pursuit of appropriate career goals may
explain why espousing consistency of interests may not always result in
adaptive career development.
In line with life-span, life-space theory (Super, 1990), personality fac-
tors can shape life-role participation and vocational identity at various
career developmental stages. Our results support this tenet by showing
how perseverance of effort, consistency of interests, and adaptability
to situations may differentially contribute to various aspects of positive
career-related functioning. In the stage of career exploration, adolescents
commonly engage in activities that they personally like, improve personal
skills, and think about potential career options. It is vital that, in arriving
at the optimal career choice, individuals persist in completing difficult

The Career Development Quarterly DECEMBER 2020 • VOLUME 68 355

vocational tasks underpinning the role of perseverance of effort. At the
same time, mastery of competencies that can lead to successful career
decision-making entails espousing elevated consistency of interests.
Even adaptability to situations matters for efficient selection of voca-
tional decisions in that previous literature has emphasized the role of
adaptive ability in effective career self-management, such as the capacity
to cope with changes and embrace unpredictable challenges in various
contexts (Herr, 1990). Indeed, our investigation uniquely contributes
to the foregoing grit literature by showing that grit may be linked to
increased career decision-making self-efficacy, career goal setting, and
career maturity in secondary school students. To the best of our knowl-
edge, ours is the first study to demonstrate the link of TMG dimensions
to various aspects of optimal career development.

Limitations and Directions for Future Research

Because we used a convenience sampling technique, results may not
be applicable to other secondary student populations in Hong Kong
or other contexts. Future research may address this methodological
shortcoming by using random sampling approaches. Furthermore, we
depended solely on self-report measures, so it is possible that scores
generated by scales in our study may be affected by social desirability
biases. This limitation can be addressed by using alternative formats for
measuring such constructs or controlling for the potential influence of
social desirability on the link between grit and career-related variables.
In addition, because the alpha coefficient for consistency of interests is
relatively low, caution should be exercised when interpreting the findings
on how consistency of interests was related to career-related outcomes.
Future studies can address this limitation by revising consistency of in-
terests items and exploring the psychometric validity of a modified grit
scale. In addition, we did not explore how specific contextual variables
(e.g., school-level or classroom-level data on grit) may be linked to
career-related outcomes, which may affect the findings of this study.
This methodological shortcoming can be addressed in future research by
investigating how classroom-level grit and other contextual factors may
be linked to selected career variables. Finally, we used a cross-sectional
research design that prohibits us from drawing causal conclusions about
grit and career outcomes. In future investigations, it will be necessary
to examine the associations of grit dimensions with positive vocational
functioning using longitudinal research designs, such as cross-lagged
panel design, to demonstrate causal precedence among such constructs.
Intervention studies are also needed to determine whether cultivating
grit eventually leads to better career decision-making behaviors and
vocational outcomes in various student populations. Of importance,
it is essential to pinpoint precise psychological processes (e.g., career
self-regulation and vocational identity development) explaining why grit
may be associated with optimal career development.
Implications for Practice
We found TMG dimensions to be significantly linked to career decision-
making self-efficacy, career maturity, and career goal setting. Therefore,
teachers and counselors may do well to implement educational and

356 The Career Development Quarterly DECEMBER 2020 • VOLUME 68

counseling interventions that can nurture adolescents’ grit so that they
can effectively cope with relevant career development tasks. For instance,
group-based experiential learning and one-on-one mentoring programs
may assist students in developing essential vocational competencies,
such as making career decisions and setting career goals. Furthermore,
results point to the appealing “payoff” of investing in existing career
adaptability interventions (e.g., Janeiro et al., 2014; Koen et al., 2012)
to promote career growth in student and nonstudent populations. Our
findings on the beneficial role of adaptability for career development
point to the practical advantages of changing interests or inclinations,
especially if one is exposed to unfavorable situations that derail career-
related goals. Indeed, policy makers and career practitioners are encour-
aged to advocate for career and life planning programs that incorporate
perseverance, passion, and adaptability for long-term aspirations. For
instance, school administrators and government policy-making bodies
may consider advocating for the development of school-based career
modules or workshops that can provide opportunities for students to
sustainably pursue career-related goals even with the risks of facing failures
or obstacles. Career counselors and practitioners are also encouraged to
integrate assessment of grit and other important noncognitive factors
(e.g., emotion regulation, resilience) when designing career programs
or interventions for secondary school students.
Parents can also facilitate the career decision-making of secondary
school students by encouraging passion and perseverance toward specific
career goals, as well as openness to experiences in seeking knowledge and
exploring educational and career options. For example, building posi-
tive support by providing constructive feedback on the achievement of
goals, creating an open and formative platform to discuss career interest
areas, and sharing educational and career-related resources may serve
as potential strategies to optimize the career development of children
and adolescents.
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