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ERIC Number: ED143915
Record Type: RIE
Publication Date: 1977-Apr
Pages: 24
Abstractor: N/A
Reference Count: 0
Persistence and Achievement.
Stekel, Karen W.; Tobias, Sigmund
The purposes of this study were to investigate the validity of a self-estimated persistence measure as a predictor of academic achievement and to study whether persistence interacted with instructional method. It was hypothesized that a moderate amount of persistence--neither too much nor too little--would lead to the highest achievement, forming a curvilinear relationship. It was also hypothesized that persistence would be positively related to achievement in lecture-related instruction and essentially unrelated in the individualized instructional context, creating an ordinal interaction between instructional mode and persistence. Result of the experiment supported neither hypothesis; neither the curvilinear relationship nor the ordinal interaction was found. The authors examine the reasons for their findings in detail, and bring in the complex element of motivation as a possibly relevant factor. They call for more research to examine the relationships between persistence and achievement and between persistence and instructional method. (Author/BP)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, N.Y., April 4-8, 1977) ; Some parts may be marginally legible due to print quality of the original document