Perseverance and Self-Control in Education
Perseverance (grit) and self-control are widely recognized as crucial factors predicting academic achievements and overall success. Numerous studies have sought to establish connections between perseverance, self-control, and academic outcomes. Notably, research conducted by Dr. Duckworth and her colleagues has revealed significant associations between a student’s level of perseverance and their academic performance.
Another noteworthy study, often misunderstood, is the marshmallow experiment conducted by Dr. Mischel. This study showcased improved academic outcomes among a small, diverse group of children who demonstrated self-regulation and restraint. These findings shed light on the potential influence of self-regulatory behaviors on academic achievements.
Developing Grit: Informing Effective Teaching Practices
Consider the following excerpt from Teaching Adolescents to Become Learners:
While the [marshmallow] experiment does not provide evidence that self-control leads to better test scores independent of the effects of students’ initial intelligence levels, it does provide evidence that whether children exhibit self control depends on context (e.g., whether the marshmallow is in plain sight or not), and on whether the children are given strategies that allow them to complete a task successfully (i.e., distraction strategies provided by the experimenter), as well as on children’s cognitive skills (i.e., whether they can come up with ways to distract themselves). Thus, while students may have different innate levels of perseverance as a personal trait, the degree to which they demonstrate behavior that appears perseverant depends on the context they are in and the skills and strategies that they possess, all of which can alter the difficulty level of the task in front of them.
Taking into consideration the above excerpt, we can explore how grit can inform teaching practices. The following points highlight the implications:
- The context and strategies provided: The marshmallow experiment suggests that self-control and perseverance can be influenced by the context and strategies available to students. Educators can shape the classroom environment, offering supportive structures and providing effective strategies that enable students to overcome challenges successfully. By creating an environment that fosters self-control, educators can influence students’ behaviors and help them demonstrate perseverance.
- Academic mindsets: The individual student’s academic mindset plays a significant role in their academic perseverance. Beliefs such as belonging, growth mindset, self-efficacy, and finding value in the work are essential components. Educators can foster these mindsets by creating a sense of belonging in the classroom, emphasizing growth and effort over innate ability, and demonstrating the relevance and value of the work being done.
In Helping Children Succeed, Tough further distills these beliefs by combining the research of Deci and Ryan with Farrington. summarizing the extensive body of work into two overarching meta-messages.
- Positive relationships: The sense of belonging, which stems from positive relationships within the school or classroom, influences students’ engagement and perseverance. Educators can cultivate a welcoming and inclusive learning environment where students feel valued, respected, and supported. Building positive relationships with students promotes a sense of belonging and encourages their commitment to academic tasks.
- Challenging and meaningful work: The nature of the work assigned to students impacts their perseverance. By designing challenging tasks that are meaningful and within reach of students’ abilities, educators can foster a sense of accomplishment and encourage students to push themselves. Thoughtful pedagogy, including the choice of instructional methods, curriculum content, and assessment practices, plays a crucial role in promoting a sense of purpose and pushing students to persist.