2.     Why is this research important?
This research evaluates the importance of grit and success. 

3.     Is it justified (review of literature?)
Yes, it's justified because it's worth knowing if possessing "grit" will aid in higher achievment.

4.     What is the research question/s of interest (purpose/objectives) or hypothesis?
Goals of the present study:
 (a) examine the factor structure of the most commonly used
grit measure in high school and college samples
 (b) assess the overlap and distinctiveness of grit with constructs from the
personality, self-regulation, and engagement literatures
 (c)Examine the relations between grit and later achievement outcomes,
specifically students’ grades, when other variables are controlled.

5.Terms defined?
Grit -one’s passion and perseverance toward long-term goals.
Future time perspective- the degree to which and the way in which the chronological future is integrated into the present life-space of an individual through motivational goal-setting processes.
Individual Interest- a relatively enduring predisposition to reengage particular contents over time.
Situational interest-triggered by current environmental stimuli
Conscientiousness -is one of the Big Five personality traits and is defined as being hardworking, responsible, self-disciplined, and thorough.
Cognitive self-regulation- includes cognitive learning strategies, such as planning, monitoring, regulating, and appraising before, during, and after performance.
Effort regulation - refers to students’ ability to maintain effort and
attention to tasks, even when they become uninteresting or there
are other distractions in the environment.

2.     Sufficient details for the replication of the study?
Yes, the details are there, This study was after all performed on both a high school group of students, along with a college group of students. Replication is possible with other students at other times. 

3.     What’s the study design?
Two samples, one college level and the other high school level. Both of the groups were given questionnaires. First to measure grit. Secondly to measure self-regulation, and last to measure grades. 

4.     Have the data collection procedures and instruments described?
To collect the data for high school level, the students answers a serious of questionnaires. All provided on their personal iPads that each student had. GPA's were collected via school records. While college level students were sent an email from their professor to have them complete the survey on their own time. This level of students needed to give permission to the researchers to have their overall GPA. The scales and survey questions were collects and analyzed. 

5.     Who is the sample population?
Participants were high school juniors (50.7% female) attending a private high school in the mid-Atlantic region of the United States. 

Sample 2 - 336 undergrad students, (74.4% female)

6.     Does this population place any limits on the generalization of the results?
Yes, the population was primarily white, with the ethnic breakdown being: 61.6% White, 12.6% Black, 11.1% Biracial, 7.6% Latino, 4.5% Asian/Asian American, and 2.5% other. Thus, the results may not be representative of minorities. 

Sample 2 -58% white, 18% Asian, 9% Black, 7% Latino, 6% Biracial, Thus, the results may not be representative of minorities.

7.     Was the sampling procedure/subject selection described? Sample size?
Yes, the participants were recruited via their classrooms through a partnership between researchers and administrators at the school. There were 203 students,  and the average age was 16.33 years (SD .51 years). Permission was granted from parents. 

Sample 2 - College students were sent email from their professors, Average age was 20 years old, Permission was given to access personal information of the student via the school registrar. 

8.     How was their sample assessed?
Through surveys within school establishments

9.     Was the measure validated?
Yes, all measures were clearly defined and validated through their findings

10.  Does the study design have any control group?
No.......

11.  Is the time frame adequate to answer the research question?
Time could play a huge part, although I don't think it really mattered all that much in this study. The surveys were distributed to the students at the end of a semester. I assume research was collected on a timely manner.

2.     Were the number of subjects in each group or subgroup used in the analysis specified? 
Yes, they were, N = 203 (high school), 336 (college) 

3.     Were the subject characteristics summarized? 
Yes, everything was summarized in the results and discussion.

4.     Did the results relate to the specified objective/hypotheses?
Yes, all results related to original objectives/hypotheses. 

5.     Do the tables and figures “speak for themselves?” 
Yes, although the analysis of data helps to better understand the provided data. 

6.     Are the tables adequately titled, labeled? 
Yes, everything is labeled and titled. 

4.     Are the authors justified in the strength of the statements they make in the study?

5.     Did they offer alternative explanations for results?
Answered in question one.
*Think about including a Sakai question posts to promote our class discussion.