Academic Grit Scale:

A Psychometric and Cultural Adaptation for Higher Education

抄録

The need for an Academic Grit Scale arises from the recognition of academic grit as a critical factor in student success. However, the brevity of existing scales limits their ability to capture the multidimensional nature of academic perseverance in higher education. This study aimed to adapt and validate the 24-item AGS for students in higher education, particularly in Indonesia, ensuring cultural relevance and construct specificity. The expanded scale measures three dimensions: determination, resilience, and focus. A total of 173 students (Mage = 21.41, SD = 2.11; 34.1% male, 65.9% female) participated. A quantitative approach was used, including content validation, reliability testing through Classical Test Theory (CTT), and construct validation via Confirmatory Factor Analysis (CFA). Content validity showed strong relevance (I-CVI = 1.00; S-CVI = 1.00). Reliability testing indicated high internal consistency (Cronbach’s α = 0.87; subscales ranging from 0.83 to 0.85). Normality tests confirmed the data were normally distributed KolmogorovSmirnov: D = 0.052, p = 0.376, Shapiro-Wilk: W = 0.987, p = 0.103. CFA supported the three-factor model with excellent fit indices (χ²/df = 1.98, p = 0.12; CFI = 0.94; TLI = 0.93; RMSEA = 0.05; SRMR = 0.04), with all factor loadings exceeding 0.60 and statistically significant (p < 0.001). The results establish the 24-item AGS as a culturally adapted, psychometrically sound tool for assessing academic perseverance among Indonesian students. However, the study's limitations include the absence of external validity testing and reliance on self-reported measures, suggesting a need for further studies.