Passion for science and the pursuit of scientific studies: The mediating role of rigid and flexible persistence and activity involvement

Abstract

This paper presents a new perspective on persistence and how it relates to passion and outcomes in the field of education. Based on the Dualistic Model of Passion (Vallerand, 2015), we propose the existence of two types of persistence – flexible and rigid that are specific to the activity one is passionate about. Flexible persistence takes origin in harmonious passion and entails pursuing activity goals with an open and broad focus that allows reaching the desired activity goals and outcomes while also attaining other life outcomes. Conversely, rigid persistence takes root mostly in obsessive passion and entails pursuing activity goals with a narrower focus that facilitates reaching some activity goals and outcomes, but not other benefits in life, generally. Results from two cross-sectional studies conducted with postsecondary science students (Study 1, N = 591 and Study 2, N = 198) provided support for this new perspective on persistence. Both types of persistence mediated the relationship between passion for science and academic performance (Studies 1 and 2), which in turn led to intentions to pursue in a scientific field at university (Study 1) and actual applications in STEM (Science, Technology, Engineering, & Mathematics) university programs (Study 2). Additionally, students who persisted flexibly also experienced positive outcomes outside of the school environment in both studies. Theoretical and practical implications of academic persistence are discussed within the perspective of the DMP.