Preseverance in adolescents: the investigation of the predictive role of individual, family and environmental factors

This study intended to examine the effects of gender,achievement orientations, cognitive flexibility, parental autonomy support and classroom assessment atmosphere on perseverance in adolescents. The study was carried out with the participation of 379 (female) and127 (male) students studying at the 10th, 11th and 12th grade levels of secondary education. The necessary data were obtained by applying the Perseverance Scale, the 2 x 2 Achievement Orientation Scale, the Cognitive Flexibility Inventory, the Leuven Perceived Parenthood Scale and the Classroom Assesment Atmosphere Scale. Correlation analysis and multiple hierarchical regression analysis were used in the analysis of the data obtained. As a result of the correlation analysis, it was discovered that perseverance showed a positive relationship with all sub-dimensions of achievement orientations, cognitive flexibility, parental autonomy support and learning – oriented classroom atmosphere. In the first model of hierarchical regression, gender and age were incorporated, and it was discovered that gender had a predictive role on perseverance. In the second model, support for maternal and paternal autonomy was added to the variables. It was concluded that gender maternal and paternal autonomy support had a predictive role on perseverance. It was observed that the variable with the highest predictive value on perseverance in the model was gender. In the third model of regression, learning- oriented assessment atmosphere and performance-oriented assessment atmosphere were included in the analysis. Gender, maternal autonomy support and learning-oriented assessment atmosphere were found to be predictors of perseverance. Learning oriented assessment atmosphere was found to be the variable with the highest predictive value on perseverance. Learning approach, learning avoidance, performance approach, performance avoidance and cognitive flexibility variables are included in the fourth model, which is the last model of hierarchical regression analysis. In the fourth model, it was concluded that the variables of gender, learning- oriented assessment atmosphere, learning avoidance orientation, performance approach orientation and cognitive flexibility predicted perseverance. Cognitive flexibility was found to be the variable with the highest predictive value on perseverance. As a result of this study, although male students have higher levels of perseverance, it was shown that the level of perseverance increases with the perceived autonomy support from the mother, learning-oriented classroom atmosphere, learning- avoidance orientation, performance-approach orientation and cognitive flexibility. Findings obtained from research show that individual and family interventions that take into account the relevant variables and that will be developed in line with the theoretical framework and literature can be used to improve students' perseverance levels.