The influence of giving up and the timing of intervention on task persistence

Abstract

The purpose of this study was to investigate the causes of and remedies for a earner's low task persistence. In Experiment 1, 48 participants were assigned to two groups (24 each) and the number of times participants gave up was manipulated by presenting unsolvable anagrams (experimental and control groups). The results revealed that task persistence and task-specific self-efficacy decreased in the experimental group for which the frequency of giving up was increased. In Experiment 2, 72 participants were assigned to three groups and the timing of an intervention with instructions for solution strategies was manipulated (pre-task intervention, mid-intervention, and control groups). The results revealed that in the mid-intervention group, the intervention prevented participants from decreasing their task persistence and task-specific self-efficacy indicated in Experiment 1. These results suggest that voluntary giving up of learners is a cause of their low task persistence, and the timing of intervention to improve learners' self-efficacy is important.