There is some research in K-12 that sets out students along a continuum 
from those who believe that achievement comes from hard work at one end of 
the scale and those who believe that achievement is the result of inherent 
ability. Students who believe in inherent ability exhibit behaviors, such 
as waiting until the last minute to study for a test so that they can blame 
failure on their lack of study rather than their lack of inherent ability. 
No one knows for sure, but I think many of our less successful students are 
at the inherent ability end of the scale. Helping our students learn, 
through direct experience, that consistent effort leads to achievement 
might help support persistence.

--On Tuesday, July 11, 2006 2:22 PM -0400 "Brian, Dr Donna J G" 
<djgbrian at utk.edu> wrote:


>

> Attribution theory must surely play a part.  Someone who feels that the

> success they are experiencing as a learner is due to their own hard work

> and efforts would be more likely to persist in their efforts.

> Donna Brian

>

>

> __________________________________________________

> From: specialtopics-bounces at nifl.gov

> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of MWPotts2001 at aol.com

> Sent: Tuesday, July 11, 2006 2:11 PM

> To: specialtopics at nifl.gov

> Subject: [SpecialTopics 119] Re: Persistence Discussion questions

>

>

>

>

> In a message dated 7/11/2006 11:23:12 A.M. Eastern Daylight Time,

> comingjo at gse.harvard.edu writes:

>

> As far as persistence is concerned, what other context or personal

> factors

> do people think might be important? That is, that the impact of supports

> to

> persistence might be affected by these factors.

>

>

>

> John and All,

>

> You have hit here on my question: What is the difference between program

> supports to persistence and the nature of student persistence? I see them

> as two different things, and most of the posts have been dealt with

> supports.  If we can identify the nature of persistence, we might be able

> to recruit to the point.  This may not be a popular stance, but given the

> drop out rate and even the stop out rate, perhaps we should give it a

> try.

>

> Meta Potts

> FOCUS on Literacy

> Glen Allen, Virginia




John Comings, Director
National Center for the Study of Adult Learning and Literacy
Harvard Graduate School of Education
7 Appian Way
Cambridge MA 02138
(617) 496-0516, voice
(617) 495-4811, fax
(617) 335-9839, mobile
john_comings at harvard.edu
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