Development of and interplay between grit and peer learning among adolescent English-as-a-foreign-language learners in China: a time series analysis study

Abstract

This study utilized time series analysis to investigate the development of and the longitudinal relationship between grit and peer learning among high school students in an EFL classroom over a 36-week period. Based on autocorrelation, partial correlation, and developmental trajectories, we found the dynamic development of the two constructs, which however, developed in contrasting fashions. The findings based on cross-correlation and vector autoregressive model revealed that persistence of effort (PE) positively influenced peer learning, while the effects of consistency of interest (CI) on peer learning were not significant. Interestingly, negative lagged effects of both PE and CI on peer learning were also observed, indicating that the relationship between grit and peer learning is complex and context-dependent. This study highlights the importance of meticulously designing peer-learning activities to meet individual student needs and providing appropriate pedagogical support, while also recognizing the critical role of PE in promoting peer learning.