A Cross-Cultural Investigation of Perseverance and Its Association With Self-Regulated Learning and Achievement

• In Event: 63.027 - Understanding the Role of Culture and Context in Learning and Motivation Using Cross-National Data

Abstract

Objectives or purposes
The current study aims to evaluate the psychometric properties of the perseverance construct, as well as investigate its relations with self-regulated learning strategies (SRL; control, memorisation, and elaboration) and academic achievement, across large samples of students from culturally diverse countries
Perspective(s) or theoretical framework
Perseverance such as depicted in the construct of grit (Duckworth, Peterson, Matthews, & Kelly, 2007), refers to the tendency to maintain commitment and sustain effort in times of difficulty. It is associated with SRL strategy use as well as academic achievement. Cross-cultural studies have shown that students in East Asian communities regard effort and persistence as much more valued than innate ability alone (Cheng & Wong, 1996). Hence the strength of the effects of perseverance on achievement may be stronger in East Asian countries. Furthermore, the way students self-regulate their learning may also differ across cultures (McInerney & King, 2017).
Data sources, evidence, objects, or materials
The PISA 2000 data analysed in this study included students from four English-speaking Western countries (USA, New Zealand, Australia and Scotland) and two East Asian countries (Hong Kong and the Republic of Korea). There were 24,352 participants (50% female): Australia (n=5,140), Hong Kong (n=4,405), Republic of Korea (n=4,976), New Zealand (n=3,650), Scotland (n=2,336) and USA (n=3,845).

Methods, techniques, or modes of inquiry
The following four self-reported PISA scales were utilised: the perseverance and SRL strategy use scales (control, memorisation, and elaboration) were measured by items adapted from existing questionnaires or created by the PISA team (alphas all > 0.7). Achievements represented cross-curriculum competencies in math, reading and science. Structural Equation modelling technique was used to analyse the data in statistical package Mplus 7.

Results and/or substantiated conclusions or warrants for arguments/point of view
There was reasonable cross-cultural psychometric equivalence of the perseverance as well as the SRL scales used. Perseverance positively predicted SRL strategy use, and achievement, and the effects were stronger in East Asian cultures. Additional mediation analysis indicated that SRL strategy use mediated the effect of perseverance on achievement; the total effects were stronger in Asian cultures. Control strategy had positive and substantially stronger indirect effects in Western countries. Memorisation and elaboration strategy use showed more negative indirect effects in Western countries.

Scientific or scholarly significance of the study or work
Results of this large-scale, cross-cultural study confirmed and extended previous work on the effects of perseverance on achievement. In particular results supported our prediction that the relations of perseverance and achievement would be stronger in Eastern cultures. Future interventions to enhance students’ perseverance and/or the SRL should be culturally sensitive. More generally, our results showing that perseverance’s effects on achievement are strongly mediated by the SRL variables suggest that intervention researchers could also benefit from focusing on these variables.

Authors

• Kate M. Xu, Open University of the Netherlands

• Anna Rita Cunha-Harvey, Erasmus University Rotterdam

• Ronnel Bornasal King, The Education University of Hong Kong

• Bjorn De Koning, Erasmus University Rotterdam

• Martine Baars, Erasmus University Rotterdam

• Fred Paas, Erasmus University