Open AccessSupporting Motivational Persistence in the Personality System in Early Academic Stages through Educational Strategies
Author(s) -
Cristina Bostan,
Ticu Constantin,
Tina Vrabie,
Tudor Stanciu,
Răzvan-Lucian Andronic
Publication year - 2021
Publication title -
revista românească pentru educaţie multidimensională
Language(s) - English
Resource type - Journals
eISSN - 2067-9270
pISSN - 2066-7329
DOI - 10.18662/rrem/13.2/419
Subject(s) - persistence (discontinuity) , psychology , dropout (neural networks) , trait , personality , developmental psychology , big five personality traits , social psychology , geotechnical engineering , machine learning , computer science , engineering , programming language
A first year population of 300 students completed the questionnaire onpaper-pencil regarding the main variables regarding educational strategies, motivationalpersistence personality trait and early academic dropout intentions. We test here themoderating role of educational strategies (i.e. goal setting and pursuit, applicabilityof knowledge, etc.) in order to support personality trait motivational persistence (MP)for reducing early academic dropout intentions (early ADI). As results show,motivational persistence trait and early academic are negatively and significantlyassociated, but the relation is weak. Similarly, educational strategies that supportmotivational persistence trait are also significantly and negatively associated withearly academic dropout intentions. Motivational persistence traits and most ofeducational strategies are positively and significantly associated. When adding theinteraction term of motivational persistence and each educational strategy, results showa greater effect of reducing early academic dropout intentions. Results highlight theneed to investigate how educational methods for higher education support motivation inthe personality system for students, especially persistence as a way of dealing withhardship when faced with obstacles, without increasing their intentions of dropout. Wemeasured educational strategies using specific measures related to motivationalpersistence and early academic dropout intentions that support the understanding of thisphenomena in its depth.