The Meaning of Persistence

Ryans, David G.

doi:10.1080/00221309.1938.9711188

Cited by 19 publications

(9 citation statements)

References 25 publications

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“…Goldberg (1992) defined conscientiousness, a key personality trait in the field of education and learning, as the drive to achieve, and described the habits and attitudes associated with this drive as organization, efficiency, practicality, and steadiness. Sockett (1988) agreed that conscientiousness is a central tenet to most character education discourse, reflecting the work of Webb (1915b), Ryans (1938), and others previously discussed. Therefore, it is critical to understand how learning opportunities specifically targeted at enhancing conscientious attitudes and behaviors can play a major role in improving outcomes for children.…”

Section: Role Of Personality In Learningmentioning

confidence: 67%

“…Following this research, the 1930s saw an increase in studies associated with noncognitive factors related to school success. Arguing that most tasks demanded more than brilliance and that success through ability alone is not the rule but the exception, Ryans (1938; contended that Webb's w factor eventually became persistence, which could be more generally recognized as a measure of motivation that is a key aspect in school success (1939:175). Ryans (1939) found a correlation of 0.38 and 0.48 with persistence and academic test scores, and pointed out that other studies have found a correlation between 0.38 and 0.80 in relationship to the rating of one's persistence and one's academic test scores.…”

Section: Informing Character Education Through Understanding the Rolementioning

confidence: 99%

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Integrative character education (ICE): grounding facilitated prosocial development in a humanistic perspective for a multicultural world

White

Shin

2017

Multicultural Education Review

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haracter Education initiatives within schools have gained both proponents and opponents over recent years and continue to garner mixed reviews. Proponents argue that the need is urgent and the increasing level of school disruption, antisocial behavior and violence requires a focus on values/virtues/moral education and claim this is synonymous with good practice in education. Opponents ask, whose values will be taught and how does this address the needs of our multicultural reality? While others claim that, many initiatives embrace moral education delivered in a behaviorist fashion promoting control by other and lack a humanistic understanding of the pluralistic nature of modern society. This review addresses these issues by exploring, critically interpreting, and synthesizing educational and psychological research. The aim being to develop a definition of character education that is not confined to antiquated understandings of ethnocentric non-negotiable ideological values/virtues/morals. The main focus of the review being to inform a unified theory of character education embedded in a sociocultural understanding of personality development that can inform practice in multicultural settings. By developing a research informed discussion of characteristics beneficial to life outcomes a theory of integrative character education is offered

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Section: Role Of Personality In Learningmentioning

confidence: 67%

Section: Informing Character Education Through Understanding the Rolementioning

confidence: 99%

Integrative character education (ICE): grounding facilitated prosocial development in a humanistic perspective for a multicultural world

White

Shin

2017

Multicultural Education Review

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“…Hal itu akan membantu individu dalam memenuhi tugas perkembangannya sebagai remaja (Hurlock, 2014 (Duckworth, Peterson, Matthews & Kelly, 2007). Disisi lain pada masa ini individu remaja sedang berada pada tahapan identitas versus kebingungan identitas menurut tahapan perkembangan psikososial yang diperkenalkan oleh Erikson (Santrock, 2009 (Ryans, 1938). Disisi lain Woodworth dan Holt (Ryans, 1938) merujuk kegigihan sebagai sebuah "drive" yaitu energi fisik dan kimia yang disimpan oleh makhluk hidup dan dilepaskan karena stimulus tertentu.…”

Section: Uji Validitas Faktorialunclassified

Konstruksi alat ukur karakter mandiri

Ekawati

Saputra

Islamiah

2019

J.Psikol.Terap. dan Pendidik.

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Tujuan dari penelitian ini adalah untuk membuat kontruksi skala karakter kemandirian pada siswa SMA sebagai instrumen pengukuran karakter kemandirian dengan melakukan validitas konstruk menggunakan principal component analysis (PCA). Populasi penelitian ini adalah siswa Sekolah Menengah Atas (SMA). Jumlah sampel yang digunakan sebanyak 337 responden, dengan teknik pengambilan sampel dengan purposive sampling di setiap wilayah yaitu pada SMA 1 Kabupaten Kerinci, SMA Negeri 1 Tanjung Jabung Barat, SMA Negeri 5 Kota Kabupaten Tebo dan SMA Negeri 12 Kabupaten Merangin, dan SMA Negeri 1 Kota Jambi dengan rentang usia 15 hingga 18 tahun. Hasil penelitian ini menunjukkan bahwa validitas konstruk yang menggunakan analisis Principal Component Analysis dengan rotasi orthogonal dan ekstraksi varimaks menghasilkan lima faktor yang berhasil diekstraksi yang berupa komponen ketekunan, kegigihan, dan gemar belajar. Hasil uji reliabilitas konsistensi internal dengan Metode Guttman λ=0.820. Norma alat ukur menggunakan standar deviasi hipotetik baik untuk setiap komponen maupun alat ukur keseluruhan. Alat ukur ini didukung oleh validitas konstruk yang baik serta reliabilitas yang memuaskan.

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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%

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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The Meaning of Persistence

Cited by 19 publications

References 25 publications

Integrative character education (ICE): grounding facilitated prosocial development in a humanistic perspective for a multicultural world

Integrative character education (ICE): grounding facilitated prosocial development in a humanistic perspective for a multicultural world

Konstruksi alat ukur karakter mandiri

Conceptualizing Perseverance in Problem Solving as Collective Enterprise

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