Grit and Resilience as Predictors of Mental

Health Outcomes of Senior High School Students

Nicole Karol Baylon, Liezel Abrea, Mary Ann Carpio,
Nicole Elija Mesa, Jana Alessandra Montesa, Christine
Erica Pusta & Clarisse Sugatan
Adamson University, Philippines

This study is a descriptive-correlational investigation with the aim to

assess the extent of grit, resilience, and mental health of high school students
in the Philippines. In addition, the authors also explore whether grit and
resilience predict depressive and anxiety symptoms. The sample included
senior high school students ages 18 to 19 years old. The study utilized four
quantitative instruments: Grit Scale, Connor-Davidson Resilience Scale-10,
Generalized Anxiety Disorder Scale, and Patient Health Questionnaire-9.
Results showed that as the level of grit and resilience increased, the level of
anxiety and depressive symptoms decreased. Multiple linear regression
analysis revealed that both grit and resilience predicted depression and
anxiety, but resilience had a greater link to depression and anxiety. The
findings provide insights into the current status of the well-being of high
school students as they transition from online schooling to face-to-face
modality. These findings need to be corroborated on student samples outside
of the Philippines.

Keywords: Grit, Depression, Anxiety, Resilience, High School Students,

Philippines

The Philippines has recently enacted its inaugural Mental Health Act
(Republic Act no. 11036), aimed at providing access to comprehensive
and integrated mental health services, and safeguarding the rights of
individuals with mental disorders and their families (Lally et al., 2019).
Nevertheless, mental health services continue to face inadequate
resourcing, with only 3–5% of the overall health budget allocated to
mental health, and the majority of this expenditure directed towards
hospital care (WHO & Department of Health, 2006). Moreover, the
Covid-19 pandemic impacted more than 1.5 billion schoolchildren, and
the most disadvantaged youths were particularly affected (UNESCO,
n.d). Most schools are operating again after the record interruption
caused by the COVID-19 outbreak, but education authorities are still
_______________________________
Author info: Correspondence should be sent to: Liezel Abrea, Adamson
University, San Marcelino Ermita Manila
liezel.abrea@adamson.edu.ph
North American Journal of Psychology, 2024, Vol. 26, No. 2, 435-448.
 NAJP
436 NORTH AMERICAN JOURNAL OF PSYCHOLOGY

reviewing the harm done and the lessons learned (Lim et al., 2022). The
transition regarding the modality of classes was affected when the
Filipino government shifted most classes from face-to-face to online
learning two years ago. Such sudden shift to online classes could lead to
negative psychological consequences for students as they experience
prolonged isolation and a diminished level of interaction with peers and
instructors (Lim et al., 2022). Now that classes are returning to normal,
scant attention is given to the psychological factors that might impact
students’ overall well-being as they transition back to the in-class
learning modality.
Prior studies have shown that within educational environments,
students who reported severe mental health issues faced approximately
four times the likelihood of experiencing low academic self-efficacy
compared to those with fewer or moderate symptoms (Grøtan et al.,
2019). Specifically, adolescents aged 13 to 17 tend to exhibit lesser
psychological resilience and coping abilities compared to adults (Collin-
Vézina et al., 2020). Moreover, heightened anxiety and increased
absenteeism among students may represent two adverse consequences of
online learning on their mental well-being (Ho et al., 2020).
Some specialists contend that COVID-19's psychological effects may
result in a long-lasting global mental health crisis (Ho et al., 2020). The
impact of the pandemic on children and adolescents' mental health may
be traumatic (Marques de Miranda et al., 2020), especially for teenagers
who already have pre-existing mental health conditions. These students
face more difficulties with their mental health during times of crisis
(Marques de Miranda et al., 2020). These difficulties may be brought on
by feelings of loneliness, unease, a lack of routine, a lack of access to
school-based health services, or a lack of advanced emotional
development (Lee, 2020). Thus, it is still essential to examine the
psychological variables of the students, especially now that they are
facing new challenges going back to the usual school setting after two
years of online learning, where they faced a number of academic
difficulties (Bao, 2020). The persistent issues surrounding mental well-
being among Filipinos have been notable even before the onset of the
pandemic. A study conducted earlier revealed that despite the high
occurrence of mental health symptoms, there was minimal utilization of
psychological services among Filipinos, largely due to the stigma
associated with mental health (Martinez et al., 2020).

Although there is considerable understanding of the origins of mental

disorders, limited emphasis has been placed on investigating factors that
could foster positive development in individuals facing unusually high
levels of stress or adversity (Ungar & Theron, 2019) not to mention
 Baylon, Abrea, Carpio, Mesa, Montesa, Pusta & Sugatan, 437

among students. Two constructs which have been identified as potential

variables related to one’s mental health are grit and resilience. Grit, as
highlighted by Duckworth (2016), is viewed as a distinct trait that plays a
significant role in academic success, with attention directed towards its
implications for societal expectations and emotional resilience, as
emphasized by Brooks and Seipel (2018). Grit entails the ability to
persevere through challenges while maintaining a focus on long-term
goals, as described by Eskreis-Winkler et al. (2014) and Howard et al.
(2019). In addition, individuals with higher levels of grit have been found
to be proactive when it comes to seeking change while they deal with
adversities in life (Duckworth et al., 2010). These students also manage
to maintain positive emotions and find more effective ways to cope with
stress, which may protect them from depression and anxiety (Musumari
et al., 2018). In the United States, college students with chronic illnesses
revealed that grit was associated with decreased depressive and anxious
symptoms (Sharkey et al., 2018). Furthermore, Datu et al. (2018)
identified a negative relationship between grit and psychological distress.
Meanwhile, a separate study revealed that increased levels of grit
significantly decreased depressive symptoms among students
experiencing high school burnout. This study also suggests that grit can
serve as a resilience factor among adolescents (Tang et al., 2021).
Meanwhile, a recent study conducted by Datu and Fincham (2021)
explored the connection between the triarchic model of grit—
encompassing perseverance of effort, consistency of interests, and
adaptability to situations—and the development of genuine happiness,
feelings of loneliness, and COVID-19 anxiety among American and
Filipino undergraduate students. The findings from this study revealed
that while all dimensions of grit were associated with increased
satisfaction of relatedness needs and finding meaning in life among
participants from the United States, only consistency and adaptability
exhibited such correlations among participants from the Philippines
(Datu & Fincham, 2021). Thus, it is evident that the interpersonal and
psychological advantages associated with grit vary across diverse cultural
contexts.
Regarding resilience, a prior investigation showed that it could
notably predict mental health status in the short term, particularly within
a year from junior to senior year among college students in China (Wu et
al., 2020). However, the predictive capacity of resilience for mental
health diminishes over the long term, covering two years from freshman
to junior year. Additionally, the significant predictive influence of
individuals' mental health on resilience is consistently affirmed for both
short and long durations. These results imply that tailoring college
mental health education and interventions based on students' year in
438 NORTH AMERICAN JOURNAL OF PSYCHOLOGY

college could be beneficial (Wu et al., 2020). Furthermore, another study

found that resilience aided in alleviating the fear of a pandemic
(Labrague & de Los Santos, 2021). Meanwhile, a previous local study
highlighted that achieving optimal resilience is contingent upon
addressing all five pillars of well-being and maintaining at least minimal
satisfaction with one's physical health (Camitan & Bajin, 2021).
Considering the varying outcomes of studies on resilience and mental
health, it is imperative to continuously examine the connections between
these constructs, particularly in conjunction with other variables, across
diverse populations, and within various settings to gain a comprehensive
understanding of their interplay. The current study is intended to examine
grit and resilience in relation to anxiety and depression levels of Filipino
high school students.
While grit and resilience have been studied conjointly as related
factors to mental health and academic performance among children
(Hossain et al., 2022), to the best of our knowledge, this is the first study
to explore the predictive validity of these traits on the mental health
status of senior high school students. Mental health outcomes,
specifically depressive and anxiety symptoms, are not consistent among
all types of populations and may differ according to a variety of age
groups. Thus, it would mean that there are age differences when referring
to mental health (Na et al., 2022).

METHOD
Research Design and Participants
In this study, we conducted a correlational investigation utilizing
Google Forms-based online questionnaires among 262 senior high school
students aged 18 to 19, comprising 110 males and 152 females. The
participants were enrolled in Grades 11 and 12 at a public school in
Manila, Philippines. The screening process involved asking participants
if they were at least 18 years old and willing to provide consent to
participate. Institutional approval was obtained before data collection
began. Both physical and virtual recruitment methods were employed to
gather survey responses from senior high school students.

Research Questions
Our first research question concerned the amount of depression,
generalized anxiety, resilience and grit among senior high school
students. Secondly, we performed correlation analyses to determine the
relationships among these variables. Finally, understanding how grit and
resilience contribute to mental health among senior highschooler can
inform interventions and strategies aimed at promoting psychological
aspect of students and preventing mental health issues.
 Baylon, Abrea, Carpio, Mesa, Montesa, Pusta & Sugatan, 439

Instruments
PHQ-9 (Patient Health Questionnaire-9) The Patient Health
Questionnaire-9 is a nine-item questionnaire often used to screen for
depression (Kroenke et al., 2001). Utilizing the English version, the
respondents had indicated whether the said symptoms have been present
in the last two weeks, which includes sample items such as: “Little
interest or pleasure in doing things”,“Feeling down, depressed, or
hopeless,” “Trouble falling or staying asleep, or sleeping too much.,”
The items were rated on a 4-point Likert scale, which includes 0 (not at
all), 1 (several days), 2 (more than half the days) and 3 (nearly every
day). Scores can range from 0 to 27. It was determined that the standard
threshold for detecting major depression is 10 or higher. Furthermore, the
validation samples for the PHQ-9 including older adults, have shown
strong construct validity and reliability (Kroenke et al., 2001). To show
its accuracy in Filipino samples, PHQ-9 was utilized among Filipino
domestic workers in Macao to assess the prevalence of common mental
disorders, one of which is depression. The prior study displayed a
moderately strong internal consistency (Cronbach's alpha = 0.79;
Mendoza et al., 2017) and good validity (Garabiles, et al., 2020).
GAD-7 (Generalized Anxiety Disorder) The Generalized Anxiety
Disorder Assessment (GAD-7) is a self-report questionnaire with a
seven-item scale that is used to measure the severity of generalized
anxiety disorder (GAD). Each item asks the individual to rate the severity
of their symptoms over the past two weeks in accordance with DSM-5
(Spitzer et al., 2006). The items from the English version were rated on a
4-point Likert scale, which includes 0 (not at all), 1 (several days), 2
(more than half the days) and 3 (nearly every day). Sample items from
this instrument include:“Feeling nervous, anxious or on edge,” and “Not
being able to stop or control worrying”. Total scores range from 0 to 21.
A total score of 5 suggests mild anxiety, 10 indicates moderate anxiety,
and 15 or higher indicates severe anxiety. It has shown excellent internal
consistency (Cronbach alpha = .92) and good test-retest reliability (r =
.83; Spitzer et al., 2006). Garabiles et al. (2020) have demonstrated good
internal consistency (Cronbach α = .82) and acceptable test-retest
reliability among Filipino migrant domestic workers in Macao.
CD-RISC-10 (Connor-Davidson Resilience Scale-10) The Connor-
Davidson Resilience Scale measures resilience, the capacity of an
individual to recover from stressful events. The 10 items from the
original 25-item scale have strong construct validity and internal
consistency which are appropriate for use within different cultures and
epidemiological studies (Campbell-Sills & Stein, 2007). Item scores
range from 0 to 4. Sample items from the English version of CD-RISC-
440 NORTH AMERICAN JOURNAL OF PSYCHOLOGY

10 include: “I am able to adapt when changes occur" and “I can deal with
whatever comes my way,” which were scored on a 5-point scale that
ranges from 0 (not true at all) to 4 (true nearly all the time); indicating
that higher total scores signify greater resilience (Connor & Davidson,
2003). Scores falling between 0 and 20 signify low resilience, while
those between 21 and 30 indicate moderate resilience, and scores from 31
to 40 suggest high resilience. A study to determine the level of resilience
of nursing students from one of the private institutions in the Philippines
yielded a Cronbach's alpha of .89, confirming good internal consistency
(Klainin-Yobas et al., 2021).
The 12-item Grit Scale This is a self-report questionnaire that
includes six items for each component, measuring both the consistency in
interest and perseverance in effort (van Zyl et al., 2020). The 12-item
Grit Scale scores (Duckworth et al., 2007) range from 1 to 5 for each
item. Participants rate each item based on how much it reflects their own
behavior and attitudes, with 1 being "Not at all like me" and 5 being
"Very much like me." Sample items include: (1) for assessing interests,
"My interests change frequently” and for perseverance, "I have overcome
setbacks to conquer an important challenge". The total score on the Grit
Scale can vary from 12 to 60, with higher scores indicating higher levels
of grit, which encompasses perseverance and passion for long-term goals.
Generally, the interpretation of the scores can be as follows: scores
between 12 and 36 equal Low Grit; scores between 37 and 48 indicate
moderate grit; scores between 49 and 60 suggest high grit. A two-factor
model for the Grit revealed acceptable Cronbach's alpha values for the
overall scale (α = 0.85) and for each component (perseverance of effort,
α = 0.78; passion, α = 0.84; Duckworth et al., 2007). Score ranges
provide an approximate indication of an individual's level of
perseverance and passion for achieving their long-term goals. However,
it is essential to consider the context and individual differences when
interpreting the scores.

Data Analysis
The data were analyzed using the IBM Statistical Package for the
Social Sciences (SPSS) V27. Means and standard deviations were
calculated to answer research question one, the extent of grit, resilience,
depression and generalized anxiety. The Spearman rank correlation
coefficient was utilized because the scores were somewhat curvilinear.
Correlational analyses were used to answer research question two (are
there significant relationships among the four scales used in our study?).
A multiple regression procedure to estimate the power of the
combination of both Grit and Resilience scores to predict generalized
anxiety and depression was performed.
 Baylon, Abrea, Carpio, Mesa, Montesa, Pusta & Sugatan, 441

Ethical Consideration
Prior to data collection ethical approval was obtained from the
Adamson University Ethics Review Committee with ethics approval
number: 2023-02-PSY-18. Informed consent and voluntary participation
were also obtained from the participants in this study.

RESULTS AND DISCUSSION

Table one shows means, SDs, and verbal interpretations of the mean
scores. For example, the mean of 3.32 for Grit scores suggests that the
average high schooler in our study self-described as having an average
amount of grit, and the mean of 1.16 for depression suggests being quite
low in depression.

Table 1 Descriptive statistics for the four scales used in this study
Scale score Mean (SD) Verbal interpretation

Grit 3.32 (.61) Average amount of

Grit
Resilience 2.55 (1.17) Moderate level of
resilience
Generalized Anxiety 1.28 (.91) Low in Anxiety
Depression 1.16 (.91) Low in depression

The correlation matrix in Table 2 depicts the relationships between all

of the scale scores of senior high school students. All of the correlation
coefficients are statistically significant at p<.001 or greater based on our
n of 262. Generalized anxiety and depression are highly related (.90),
thus these dimensions appear to be measuring almost the same construct.
Grit was found to be negatively related to both generalized anxiety and
depression, although the correlation coefficients were not significant (-
.23 & -.24). Resilience, on the other hand, was found to be more strongly
related to generalized anxiety and depression (-.67 & -.64). Resilience
was also positively related (.59) to Grit scores, as might be expected,
since perseverance for long-term goals appears to be common to both
measures.

Table 2 Relationships between Scale Scores Used in the Study

Scales 1 2 3 4
1) Grit ---
2) Resilience .59 ---
442 NORTH AMERICAN JOURNAL OF PSYCHOLOGY

3) Generalized -.23 -.67 ---

Anxiety
4) Depression -.24 -.64 .90 ---

We conducted a multiple regression with Grit and Resilience scores

as independent variables and Generalized anxiety scores as the dependent
variable. We obtained a multiple R of .75, and an R2 of .57, p<.001,
suggesting that the combination of the two independent variables
explained 57 % of the variance, and the remaining 43% can be explained
by other variables that are not covered in the study. Multiple regression
analysis revealed that Grit and Resilience scores predicted Depression
scores, p<.001. The adjusted R2 value of 0.57 indicates that grit and
resilience accounted for approximately 57% of the variance in the level
of depression, while the remaining 43% can be explained by other
variables. Given the extremely high correlation between Generalized
Anxiety and Depression scores, the similarity in the results of the two
multiple regressions (both adjusted R2 values of 0.57) makes sense.
To the best of our knowledge, this is the first study exploring grit and
resilience as predictors of mental health outcomes among senior high
school students. First, in the present study some students reported they
were experiencing both depressive and anxiety symptoms for several
days. It could be noted that our respondents are ages 18-19 years old.
Such age is considered part of emerging adulthood. According to Arnett
(2000, 2006), “emerging adulthood” is neither adolescence nor young
adulthood; and it is also considered the most unstable period of the
lifespan. Psychologists and philosophers have argued that contemporary
youth may have less grit and resilience than previous generations because
of differences in upbringing (Stoefel & Cain, 2018). This is speculation
deserving of research to determine if it is true.
Our study supports the negative correlation of grit with poor mental
health outcomes, particularly depression and anxiety of students
(Musumari et al., 2018). Similarly, people with high levels of grit keep
motivated despite setbacks (Silvia et al., 2013), particularly in the health
sector (Stoffel & Cain, 2018). This further explains why professionals
with high levels of grit also showed high levels of happiness, (Khan &
Khan, 2017). Grit was found not only to reduce anxiety and depressive
symptoms but also to be associated with positive adjustment outcomes,
such as better healthcare management skills (Sharkey et al., 2018). Datu
et al. (2018) found that grit was negatively related to psychological
distress, and Tang et al. (2021) reported that high levels of grit
significantly decreased the depressive symptoms of students experiencing
high school burnout. Therefore, educational institutions should focus on
 Baylon, Abrea, Carpio, Mesa, Montesa, Pusta & Sugatan, 443

how to promote the factors relating to the mental health of students such
as grit, since this is one of the distinctive features of successful learners
(Hoffman, 2017).
Also consistent with the results of our study, resilience has been
found to have an inverse correlation with signs of mental problems like
sorrow, anxiety, and negative feelings, and to be positively correlated
with life satisfaction, subjective well-being, and positive emotions (Hu et
al., 2015). Individuals possessing high levels of mental resilience and
active coping styles were more likely to experience lower levels of
anxiety and depression (Song et al., 2021). Among collegiate athlete
students in China, it was discovered that there was an inverse association
between anxiety and depression, on one hand, and resilience on the other
(Lyu et al., 2022). Inadequate resilience in managing stressors can lead to
various emotional disorders, including anxiety or depression (Bogdan et
al., 2013). According to Srivastava (2011), discussing positive mental
health is inadequate without acknowledging the significance of
resilience. Hence, investigating resilience among public senior high
school students in the Philippines is important. Implementing educational
programs aimed at enhancing levels of grit and resilience might be
advantageous for students’ transition into adulthood.

Limitations
The current study has several limitations that could guide future
research. First, the research methodology used regression analysis and
correlation. As a result, causal relationships could not be established. A
longitudinal design in future research could provide insight into the
cause-and-effect relationship of the variables. The data collected were
from one institution and the age group was very narrow, which limits the
generalizability of the findings. Generalizability is also limited because
the sample was taken from a single culture, the Philippines. Further, we
were unable to indicate the gender or sex of the respondents. To increase
external validity, it is proposed that future research efforts should
increase the sample size and conduct a study in other institutions or study
sites where proper screening of participants could be done so that other
demographics could be included. Lastly, the use of self-report
questionnaires is another limitation, since participants do not always
behave in ways that are consistent with their self-reports. It is suggested
that future research could qualitatively explore the variables examined in
this study.

Conclusion
Our findings show that grit and resilience have a significant
relationship with the mental health outcomes of Filipino public senior
444 NORTH AMERICAN JOURNAL OF PSYCHOLOGY

high school students. Moreover, the analyses also suggest that resilience
is a greater predictor for mental health outcomes than grit. Therefore, the
present study provides insights for students, educators, and professionals
regarding the protective factors that may buffer mental health issues
among senior high school students in the Philippines, particularly after
the emergence of the pandemic and the recent transition to in-class
instruction.

Declaration of interests
The authors declare that they have no known competing financial
interests or personal relationships that could have appeared to influence
the work reported in this paper.

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