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ERIC Number: ED230278
Record Type: RIE
Publication Date: 1983-Apr
Pages: 39
Abstractor: N/A
Reference Count: 0
Teachers' and Young Children's Perceptions of Task Persistence.
Nelson-Le Gall, Sharon; Scott-Jones, Diane
Two studies were conducted to examine teachers' and young children's perceptions of persistence in classroom settings. In the first, 35 elementary school teachers responded to interview questions about (1) the appropriateness of persistence in relation to other strategies children could use to accomplish difficult tasks, (2) children's characteristics (i.e., age, skill level, and emotional state), and (3) tasks that influence expectations for task persistence. In the second study, the question format was altered to be more suitable for young children and the same issues were examined with 52 black preschool, kindergarten, and first-grade children. Both teachers and children generally believed that age, skill level, and emotional state are important considerations for the encouragement of task persistence. In addition, both teachers and children believed that requests for help were appropriate responses to difficult tasks. There was, however, some disagreement about the relative appropriateness of seeking help from others versus persisting without help as a response to task difficulty. (Implications of these findings for achievement motivation research and classroom practices are discussed.) (MP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Task Persistence
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-14, 1983).