The Persistence Process: Development of a Stage Model For Goal-Directed Behavior

Meier, George H.; Albrecht, Maryann H.

doi:10.1177/107179190301000205

Cited by 16 publications

(10 citation statements)

References 65 publications

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“…It can even increase if every action is always updated. In accordance with several explanations of the results of previous studies, it is confirmed by Meier & Albrecht (2003) that there are three stages in the persistence process, namely; decision objectives, implementation, and evaluation.…”

Section: Resultssupporting

confidence: 88%

Persistence of the First-Year College Students

Apriani¹,

Ilfiandra²,

Muslihati³

et al. 2019

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)

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The research was motivated by the phenomenon of first-year college students who experience persistence problems in overcoming difficult tasks during college. Persistence consists of intentional and directed, continuation or reapplication of effort, and temptation to stop. This study aims to express the persistence of first-year college students in the Educational and Guidance Psychology Undergraduate Study Program, Faculty of Education, Universitas Pendidikan Indonesias by involving 85 students by convenience sampling. The instrument used was the persistence questionnaire with the Guttman scale. Data were analyzed by descriptive statistical techniques with the help of SPSS Version.20. The research findings reveal that students' persistence in general is in a moderate condition. The study imply the need of a technique or strategy in improving the persistence of first-year college students and the role of the supervisor in increasing the intelligence of first-year college students.

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Section: Resultssupporting

confidence: 88%

Persistence of the First-Year College Students

Apriani¹,

Ilfiandra²,

Muslihati³

et al. 2019

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)

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“…Further investigation of the proposed framework for perseverance is required. Recognising that perseverance is a dynamic behaviour [ 13 , 14 ], it will be critical to next use this framework to explore stroke survivors’ perspectives on perseverance in the context of stroke rehabilitation, the factors that mediate perservence, and the relative contribution of each mediating factor to their ability to persevere. Taken together, such information will be critical to informing the development of a stroke specific measure of perseverance, and allow us to design and implement strategies to enhance perseverance.…”

Section: Discussionmentioning

confidence: 99%

Perseverance with technology-facilitated home-based upper limb practice after stroke: a systematic mixed studies review

Neibling

Jackson

Hayward

et al. 2021

J NeuroEngineering Rehabil

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Background Technology is being increasingly investigated as an option to allow stroke survivors to exploit their full potential for recovery by facilitating home-based upper limb practice. This review seeks to explore the factors that influence perseverance with technology-facilitated home-based upper limb practice after stroke. Methods A systematic mixed studies review with sequential exploratory synthesis was undertaken. Studies investigating adult stroke survivors with upper limb disability undertaking technology-facilitated home-based upper limb practice administered ≥ 3 times/week over a period of ≥ 4 weeks were included. Qualitative outcomes were stroke survivors’ and family members’ perceptions of their experience utilising technology to facilitate home-based upper limb practice. Quantitative outcomes were adherence and dropouts, as surrogate measures of perseverance. The Mixed Methods Appraisal Tool was used to assess quality of included studies. Results Forty-two studies were included. Six studies were qualitative and of high quality; 28 studies were quantitative and eight were mixed methods studies, all moderate to low quality. A conceptual framework of perseverance with three stages was formed: (1) getting in the game; (2) sticking with it, and; (3) continuing or moving on. Conditions perceived to influence perseverance, and factors mediating these conditions were identified at each stage. Adherence with prescribed dose ranged from 13 to 140%. Participants were found to be less likely to adhere when prescribed sessions were more frequent (6–7 days/week) or of longer duration (≥ 12 weeks). Conclusion From the mixed methods findings, we propose a framework for perseverance with technology-facilitated home-based upper limb practice. The framework offers opportunities for clinicians and researchers to design strategies targeting factors that influence perseverance with practice, in both the clinical prescription of practice and technology design. To confirm the clinical utility of this framework, further research is required to explore perseverance and the factors influencing perseverance. Registration: PROSPERO CRD42017072799—https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=72799

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“…Whether due to the tedium of the task at hand or the pull of the many more immediate gratifications that abound in our environments, success often requires persisting through some “unpleasure” (Duckworth, Kirby, Tsukayama, Berstein, & Ericsson, ; Ericsson, ; Freud, 1916–1917). The ability to push through when confronted with these obstacles has been linked to intelligence, school achievement, and work success (Meier & Albrecht, ). Thus, understanding how perseverance manifests in the face of environmental temptations is important.…”

Section: Present Studymentioning

confidence: 99%

The “Batman Effect”: Improving Perseverance in Young Children

et al. 2016

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This study investigated the benefits of self-distancing (i.e., taking an outsider's view of one's own situation) on young children's perseverance. Four- and 6-year-old children (N = 180) were asked to complete a repetitive task for 10 min while having the option to take breaks by playing an extremely attractive video game. Six-year-olds persevered longer than 4-year-olds. Nonetheless, across both ages, children who impersonated an exemplar other-in this case a character, such as Batman-spent the most time working, followed by children who took a third-person perspective on the self, or finally, a first-person perspective. Alternative explanations, implications, and future research directions are discussed.

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The Persistence Process: Development of a Stage Model For Goal-Directed Behavior

Cited by 16 publications

References 65 publications

Persistence of the First-Year College Students

Persistence of the First-Year College Students

Perseverance with technology-facilitated home-based upper limb practice after stroke: a systematic mixed studies review

The “Batman Effect”: Improving Perseverance in Young Children

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