How true is grit? Assessing its relations to high school and college students' personality characteristics, self-regulation, engagement, and achievement.

One high-school and one college sample in the United States; sample sizes not obtained

United States; high-school and college students.

Recorded rather than used. The paper is a multidimensional item-response analysis of grit alongside conscientiousness, effort regulation, cognitive self-regulation and engagement, but no numeric results could be obtained from an accessible source, so none are entered.

Not extracted. The reported qualitative finding is substantial construct overlap of grit with effort regulation, cognitive self-regulation and engagement, and low incremental validity over conscientiousness and self-regulation - consistent with Crede et al. 2017 and Schmidt et al. 2018, both of which are entered with numbers.

High if used - the design is cross-sectional and observational.

Directionally consistent with the two entered psychometric critiques.