Further Exploring Students’ Connection between Effort and Performance: What’s Personality Got to Do with It?
Location
Room 218
Proposal Track
Research Project
Session Format
Presentation
Abstract
The goal of this study was to further explore the relationship between effort, performance, and personality in an attempt to promote effective pedagogy, contributing to the potential for increased progression and retention rates. The current study relies on Uri Treisman’s work focused on the connection between hard work and success/retention. Repeatedly, Treisman (2013, 2001, 1992) found that in his research, students do not connect hard work with success; instead, students report that natural abilities are a better predictor of success in a course.
In addition to Treisman’s work, the study expanded to focus on elements of personality, in particular Duckworth, Peterson, Matthews and Kelly’s (2007) concept of grit, as defined as “perseverance and passion for long-term goals.” The revised study used a mixed-method approach that combined quantitative and qualitative research methods. Results are in line with Triesman’s findings that students are failing to connect hard work with success. The qualitative portions of the study indicate that students know what they are supposed to be doing in terms of studying; however, they do not understand how to go about studying. Personality measures are expected to shed further light on the disconnect.
Keywords
Effort, Performance, Retention, Grit
Recommended Citation
Mannahan, Kimberly Kinsey and Gray, Jennifer P., "Further Exploring Students’ Connection between Effort and Performance: What’s Personality Got to Do with It?" (2014). Georgia Educational Research Association Conference. 73.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/73
Further Exploring Students’ Connection between Effort and Performance: What’s Personality Got to Do with It?
Room 218
The goal of this study was to further explore the relationship between effort, performance, and personality in an attempt to promote effective pedagogy, contributing to the potential for increased progression and retention rates. The current study relies on Uri Treisman’s work focused on the connection between hard work and success/retention. Repeatedly, Treisman (2013, 2001, 1992) found that in his research, students do not connect hard work with success; instead, students report that natural abilities are a better predictor of success in a course.
In addition to Treisman’s work, the study expanded to focus on elements of personality, in particular Duckworth, Peterson, Matthews and Kelly’s (2007) concept of grit, as defined as “perseverance and passion for long-term goals.” The revised study used a mixed-method approach that combined quantitative and qualitative research methods. Results are in line with Triesman’s findings that students are failing to connect hard work with success. The qualitative portions of the study indicate that students know what they are supposed to be doing in terms of studying; however, they do not understand how to go about studying. Personality measures are expected to shed further light on the disconnect.
