Is academic diligence domain-specific or domain-general? An investigation of the math, verbal, and spatial academic diligence tasks with middle schoolers

摘要: Abstract We tested the domain-specificity or domain-generality of academic diligence in middle-school students using Academic Diligence Task (ADT), a performance task that assesses effort on tedious problems face digital distractions. Students 8th grade (N = 439) were randomly assigned to individually complete math, verbal, spatial ADT combination all three. Confirmatory factor analyses suggested domain-generality, as did fact scores given domain not differentially predict achievement domain. Results indicated three ADTs had adequate external and predictive validity, but convergent validity varied. Whereas both math verbal correlated with teacher-reports grit self-control, only consistently self-reports same constructs; these measures correlate scores. Thus, is best measure diligence, followed by ADT.