The article presents the results of research carried out during the first wave of restrictions caused by the COVID-19 pandemic. The research covered students of high schools - 275 students of schools from Białystok and Bielsk Podlaski, ages 16-19. The goal of the study was to investigate the relationship of the grit factor with the functioning of young people in a specific situation - remote learning, combined with additional, burdensome limitations in the public space. The sphere of learning and physical activity were the main areas of functioning that were researched in the study. The study used an original, author’s questionnaire to measure the functioning of young people during the COVID-19 pandemic. Besides this scale, also used were the Duckworth Short Grit Scale (SGS) (Polish adaptation by Wyszyńska et al., 2017) and the Cantril mental well-being scale (Cantril, 1965). The study displayed positive relationships between grit and the amount of time devoted to learning in remote mode, with regularity in maintaining the rhythm of the day (getting up at a similar time, taking up physical activity) and mental well-being.

The article presents the relationship between the grit factor and the mental well-being of young people recruited from high school students in Podlaskie Voivodeship (n = 275). The study was conducted using the Short Grit Scale (SGS) by A.L. Duckworth, the Psychological Well-Being Scales (PWBS) by C. Ryff and the Cantril’s Ladder of Life Scale. The obtained results indicate significant positive relationships of grit with the current assessment of the quality of life and mental well-being in each of the six dimensions measured with C. Ryff’s PWBS tool (autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance). Since grit is a construct showing positive relationships with well-being and quality of life and a modifiable one – it can be shaped at an early stage of development – it should be considered as an important element when drawing future educational plans.

This study aims to examine the relationship among critical thinking, grit, and creativity, which will be core competencies in a future society, and to verify the moderating effect of grit as an individual psychological factor between the two variables. For this purpose, a Likert survey is conducted on undergraduate students in a Korean university; and 129 responses are used. The result shows that, first, critical thinking and grit have significant influences on creativity. Second, the moderating effect of grit on the relationship between critical thinking and creativity is significant. The finding indicates that the higher the grit, the higher the positive relationship between critical thinking and creativity. This result implies that to increase the creativity of college students, an education that increases both critical thinking and grit is necessary.