An Experimental Attempt to Analyze Persistent Behavior: I. Measuring Traits Presumed to Involve “Persistence”

Ryans, David G.

doi:10.1080/00221309.1938.9711208

Cited by 23 publications

(9 citation statements)

References 20 publications

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“…Later investigations by Ryans (1938), Thornton (1939), Rethlingschafer (1942), Kremer (1942), andMacArthur (1955) are reviewed by Eysenck (1953) in some detail. He considers MacArthur's study as methodologically the most satisfying.…”

Section: Factorial Trait Studiesmentioning

confidence: 99%

The study of persistence.

Feather

1962

Psychological Bulletin

102

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Section: Factorial Trait Studiesmentioning

confidence: 99%

The study of persistence.

Feather

1962

Psychological Bulletin

102

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“…For example, Hartshorne and May (1929) designed a persistence task for school-age children in which a wooden puzzle was placed on each child’s desk and the time they elected to solve it covertly recorded. Over the last century, these early efforts to assess persistence have since been expanded upon by others using an array of activities (e.g., solving difficult or impossible puzzles, squeezing a hand grip) (e.g., Battle, 1965; Crutcher; Feather, 1962; Ryans, 1938; Sansone, Weir, Harpster, & Morgan, 1992; Sansone, Wiebe, & Morgan, 1999; Ventura, Shute, & Zhao, 2013; Vohs, et al, 2008). …”

Section: Introductionmentioning

confidence: 99%

The Academic Diligence Task (ADT): assessing individual differences in effort on tedious but important schoolwork

Galla

Plummer

White

et al. 2014

Contemporary Educational Psychology

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The current study reports on the development and validation of the Academic Diligence Task (ADT), designed to assess the tendency to expend effort on academic tasks which are tedious in the moment but valued in the long-term. In this novel online task, students allocate their time between solving simple math problems (framed as beneficial for problem solving skills) and, alternatively, playing Tetris or watching entertaining videos. Using a large sample of high school seniors (N = 921), the ADT demonstrated convergent validity with self-report ratings of Big Five conscientiousness and its facets, self-control and grit, as well as discriminant validity from theoretically unrelated constructs, such as Big Five extraversion, openness, and emotional stability, test anxiety, life satisfaction, and positive and negative affect. The ADT also demonstrated incremental predictive validity for objectively measured GPA, standardized math and reading achievement test scores, high school graduation, and college enrollment, over and beyond demographics and intelligence. Collectively, findings suggest the feasibility of online behavioral measures to assess noncognitive individual differences that predict academic outcomes.

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“…First, Gresalfi explained how an individual perspective focuses primarily on traits or characteristics. This describes how perseverance has been typically studied (e.g., DiCerbo, 2014;Feather, 1961Feather, , 1966Ryans, 1938aRyans, , 1938b. Early on, for example, the notion of perseverance or persistence was described through popular aphorisms like "If at first you don't succeed, try, try, try again," (Ryans, 1938a, pp.…”

Section: Perseverance As Individual and Collective Enterprisementioning

confidence: 99%

“…80-81). This literary trope conveys a view of persistence as an individual capacity ("you don't succeed") that is then measured as a function of time spent on task (Ryans, 1938b). This look to an individual's time on task or trials permeates much of the empirical history of this construct (e.g., Altshuler & Kassinove, 1975;Briggs & Johnson, 1942;Schofield, 1943;Sigman, Cohen, Beckwith, & Topinka, 1987).…”

Section: Perseverance As Individual and Collective Enterprisementioning

confidence: 99%

Conceptualizing Perseverance in Problem Solving as Collective Enterprise

Sengupta-Irving

Agarwal

2017

Mathematical Thinking and Learning

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Students are expected to learn mathematics such that when they encounter challenging problems they will persist. Creating opportunities for students to persist in problem solving is therefore argued as essential to effective teaching and to children developing positive dispositions in mathematical learning. This analysis takes a novel approach to perseverance by conceptualizing it as collective enterprise among learners in lieu of its more conventional treatment as an individual capacity. Drawing on video of elementary school children in two US classrooms (n = 52), this paper offers: (1) empirical examples that define perseverance as collective enterprise; (2) indicators of perseverance for teachers (and researchers) to support (and study) its emergence; and (3) evidence of how the task, peer dynamics, and student-teacher interactions afford or constrain its occurrence. The significance of perseverance as collective enterprise and as an object of design in developing effective learning communities, is discussed.

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An Experimental Attempt to Analyze Persistent Behavior: I. Measuring Traits Presumed to Involve “Persistence”

Cited by 23 publications

References 20 publications

The study of persistence.

The study of persistence.

The Academic Diligence Task (ADT): assessing individual differences in effort on tedious but important schoolwork

Conceptualizing Perseverance in Problem Solving as Collective Enterprise

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