Academic Persistence in Science Education From a Positive Psychology Perspective

• In Event: Poster Session 17
  In Poster Session: Students' Engagement and Motivation

Abstract

The purpose of the present study was to propose and test an academic persistence model incorporating the role of passion and persistence in students’ academic performance in sciences, intentions to pursue a science education, and overall psychological wellbeing. The model was based in relation to the dualistic model of passion (Vallerand et al., 2003), which posits that harmonious passion promotes positive affect and flexible persistence, whereas obsessive passion leads to negative affect and rigid persistence. The proposed academic persistence model could refine our understanding of the social and personal factors that influence students’ persistence and, eventually, on their intentions to pursue studies and professions in a scientific domain. Results from two studies supported the proposed conceptualization.

Authors

• Tanya Chichekian, Université du Québec à Montréal

• Robert J. Vallerand, University of Quebec - Montreal