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The Impact of Grit on University Student’s Core Competency in Dental Hygiene Students
J Dent Hyg Sci 2019;19:170-80
Published online September 30, 2019;
© 2019 Korean Society of Dental Hygiene Science.

Soo-Auk Park, Young-Sik Cho

Department of Dental Hygiene, Namseoul University, Cheonan 31020, Korea
Correspondence to: Soo-Auk Park,
Department of Dental Hygiene, Namseoul University, 91 Daehak-ro, Seonghwan-eup, Seobuk-gu, Cheonan 31020, Korea
Tel: +82-41-580-2560, Fax: +82-41-580-2927, E-mail:
Received July 17, 2019; Revised August 14, 2019; Accepted August 20, 2019.
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Background: Recently, competency-based education has been reorganized in the dental hygiene curriculum. In education, non-cognitive factors are emphasized. Grit, the non-cognitive ability to persevere to achieve an individual’s long-term goals, is emerging. This study aims to identify the degree of grit and core competencies in students and to investigate the relationship between them and the factors that affect these core competencies.
Methods: This study was conducted using 350 dental hygiene students who were randomly assigned a structured questionnaire to complete. The final analysis included 321 students. The survey contents evaluated grit, core competencies, and general characteristics. The difference in the degree of grit and core competencies in conjunction with the general characteristics of the subjects was analyzed using the t-test/Mann Whitney U-test and the ANOVA/Kruskal–Wallis H test. Multiple regression analysis was then conducted to determine the factors affecting the core competencies of the subjects.
Results: The difference of ‘grit’ according to general characteristics was statistically significant in ‘major satisfaction’, ‘relationship’, ‘perceived academic achievement’, ‘grade point average (GPA)’. The difference in ‘core competency’ according to general characteristics was statistically significant in ‘grade’, ‘department selection’, ‘major satisfaction’, ‘relationship’, ‘perceived academic achievement’, ‘GPA’. Among the sub-areas of ‘grit’, ‘perseverance of effort’ showed a high correlation with ‘core competency’ and was statistically significant. As a result of regression analysis, ‘major satisfaction’, ‘perceived academic achievement’ and ‘grit’ of dental hygiene students had a statistically significant influence on ‘core competency’. Meanwhile, ‘GPA’ was not seen to be statistically significant in ‘core competency’.
Conclusion: Grit, a non-cognitive factor, had a statistically significant effect on core competency, while the effects on GPA, a cognitive factor, were not statistically significant. Among the sub-factors of grit, ‘perseverance of effort’ had a statistically significant effect on ‘problem-solving competency’ and ‘academic competency’, which are ‘core competency’ sub factors.
Keywords : Competency based education, Dental hygiene education, Grit, Self-evaluating core competency assessment, University student core competency

September 2019, 19 (3)
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