Exploring gender differences in the relations between passion, grit and flow
The current study sought to explore the association between passion, grit and flow and study possible differences between the genders in a sample of 529 adults in Norway. There were 323 females and 204 males. Passion was measured with the passion scale, Grit with the Grit-S scale, and flow with the...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024-11-01
|
| Series: | Acta Psychologica |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691824004293 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The current study sought to explore the association between passion, grit and flow and study possible differences between the genders in a sample of 529 adults in Norway. There were 323 females and 204 males. Passion was measured with the passion scale, Grit with the Grit-S scale, and flow with the General Flow Proneness scale. Results indicate that males score significantly higher on passion and flow, whereas females score higher on grit. Additionally, there were significant correlations between these constructs which differed between the sexes.Both passion and grit have been demonstrated to have a positive relationship with flow. To investigate which factor that has the strongest association with flow. We performed a multiple regression analysis. The results suggested that a model with passion and grit explained 33 % of the variation in Flow for the whole sample. Grit had the strongest relationship with flow while controlling for passion (β = 0.44). Passion had a significant and positive relationship with Flow while controlling for grit (β = 0.26). We further investigated the relative importance of passion and grit in predicting flow. Grit (lgm =0.67) was approximately twice as important as passion (lgm = 0.32) in predicting flow. These findings suggest that grit is a more critical factor in achieving flow, offering theoretical insights into how these constructs contribute to life satisfaction, well-being, learning, and achievement. |
|---|---|
| ISSN: | 0001-6918 |