Task Persistence Research Articles

체육수업에서 학생들의 실수 인식과 학습몰입 및 과제 지속성과의 관계

초록·키워드 목차 오류제보하기 The purpose of this study was to investigate the effect of PE class students" perception of errors on their learning flow and task persistence. To this end, middle and high school students in Gyeonggi-do were recruited as the population, and 331 subjects were selected using convenience sampling. A multiple regression analysis was performed for the collected data with the statistical program SPSS Win Ver 23.0, and the following results were obtained: First, the students" perception of errors in PE class had a statistically significant effect on their learning flow, while error strain, one of the sub-factors of perception of errors, did not significantly affect task persistence. Second, the students" learning flow showed a statistically significant effect on task persistence, while behavioral commitment, a sub-factor of learning flow, did not have a significant effect on task persistence. Third, the students" perception of errors had a statistically significant effect on task persistence in PE class, while error strain and error risk-taking, which are sub-factors of perception of errors, showed no significant effect on task persistence. #perception of errors #learning flow #task persistence #physical education class AbstractⅠ. 서론Ⅱ. 연구방법Ⅲ. 결과Ⅳ. 논의Ⅴ. 결론 및 제언참고문헌

Children's Attention and Self-Regulatory Behavior Before and During the COVID-19 Pandemic.

The goal of this study was to investigate changes in children's self-regulatory behavior before and during the COVID-19 pandemic. Participants were parents of children aged 4 to 13 years (n = 45, mean 7.5, SD: 2.6) who participated in the Baltimore Generations Study before the pandemic. They reported on their child's self-regulation (SR) using the Parent Observation of Child Adaptation. During the pandemic, they were recontacted to report on child SR, disruptions to family life (Coronavirus Impact Scale), and parenting stress (Parenting Stress Index). Prepandemic to pandemic changes in SR were compared with repeated measures analysis of variance. There were significant decreases in child SR (poorer concentration, attention, task engagement and persistence, and greater impulsivity) prepandemic to pandemic. During the pandemic, parenting stress was correlated with lower child SR (r range = -0.52 to -0.34, p < 0.05). Pandemic-related family disruptions were associated with changes in children's impulsivity (F [1, 42] = 5.28, p = 0.03); children with 4 or more disruptions (67%) showed less ability to wait their turn during the pandemic compared with prepandemic (M [SD] = 3.34 [0.93] vs. 4.41 [1.21], t [28] = 3.93, p < 0.001). There was no change in SR for children with fewer than 4 disruptions. Results highlight modest pandemic-associated decreases in child attention, task persistence, and task engagement alongside increases in impulsivity. We did not find evidence of broad or severe impacts; however, children whose families have been disproportionately affected by the pandemic may need focused support in school and at home to avoid widening prepandemic health and educational disparities.

Sex Differences in Coping Strategies Based on Chronic Pain Intensity Among Older Adults.

The aim of the current study was to investigate chronic pain coping strategies of older adults and the differences between sexes according to the intensity of pain. A cross-sectional study was performed in specialty clinics in midwestern Brazil. Participants comprised 276 older adults with chronic pain. The Brief Pain Inventory and Chronic Pain Coping Inventory-Brazilian version were used to assess self-reported pain intensity and pain coping strategies. Mann-Whitney U, Kruskal-Wallis, and Dunn tests were used for intergroup comparisons. The task persistence and coping self-statements subscales were the most used coping strategies. The strategies of exercise/stretching and task persistence were used differently between males and females. Males showed significant differences in asking for assistance, task persistence, and guarding subscales when pain intensity was taken into account, whereas females showed differences in the guarding and resting subscales. Adaptive coping was the most used coping strategy; however, some non-adaptive subscales were significant in both sexes when compared with levels of chronic pain intensity. [Journal of Gerontological Nursing, 47(10), 30-36.].

Improvements in Middle-Schoolers’ Performance and Motivation to Practice: An Experimental Investigation of Accurate Feedback in a Motor Task

The present field experiment investigated the effects of accurate and non-accurate performance feedback on causal attributions, success expectancy, performance, and persistence on a motor task. Forty-six male middle-schoolers were randomly assigned to a Contingent (accurate) feedback, Non-contingent (non-accurate) feedback, or Control (no feedback) group and completed a challenging motor task. An initial treatment phase provided either accurate contingent feedback or yoked non-contingent feedback during the task, and measured task performance, attributions about performance, and success expectancy about future performance. A subsequent testing phase (same task) used the same measures and added a measure of motivation (persistence). Compared to the Contingent and Control groups, Noncontingent outcome feedback during the initial treatment phase led to more personally uncontrollable attributions, lower success expectancy, poorer performance, and lower persistence in the subsequent test phase. Despite a high rate of failure in the motor task for both feedback groups in the treatment phase, the Contingent group—getting accurate feedback about performance—had a higher sense of personal control and expectancy of success than the Non-contingent feedback group initially, and maintained these perceptions in the subsequent test phase where they also had better performance and higher levels of persistence than the Non-contingent group. Non-contingent feedback in an initial motor task appears to induce helplessness deficits in subsequent task performance and persistence. In contrast, providing accurate (contingent) feedback about achieved performance appears to protect against performance and motivational losses.

Frontopolar Cortex Response to Positive Feedback Relates to Nonincentivized Task Persistence.

When individuals make decisions whether to persist at a task, their decision-making is informed by whether success is pending or accomplished. If pending, the brain facilitates behavioral persistence; if the goal is accomplished or no longer desired, the brain enables switching away from the current task. Feedback, which is known to differentially engage reward neurocircuitry, may modulate goal-directed behavior such as task persistence. However, prior studies are confounded by offering external incentives for persistence. This study tested whether neural response to feedback differed as a function of nonincentivized task persistence in 99 human participants ages 13-30 (60 females). Individuals who persisted engaged the frontopolar cortex (FPC) to a greater extent during receipt of task-relevant positive feedback compared with negative feedback. For individuals who quit, task-irrelevant monetary reward engaged the FPC to a greater extent compared with positive feedback. FPC activation in response to positive feedback is identified as a key contributor to task persistence.

Self-deprecating humor and task persistence: the moderating role of self-defeating humor style

Abstract Over the past two decades a significant body of research has examined the effects of individual differences in humor style or humor occurrences (e.g. specific jokes, memes) on behavior. However, research examining whether these individual differences in humor styles influence the effects of humor occurrences on work behaviors has been scant. Drawing on Conservations of Resources (COR) theory, this paper seeks to fill this gap by examining one form of humor, self-deprecating humor, and its interaction with self-defeating humor style to influence task persistence behavior. Findings from an experimental study of 124 management students show that self-deprecating humor can bolster a person’s persistence at an assigned task. Findings also show that individual differences in self-defeating humor style influence the relationship between self-deprecating humor and persistence. Individuals low in self-defeating humor style show a significant increase in persistence while those high in self-defeating humor style did not show any significant increase.

The effect of autonomous and controlled motivation on self-control performance and the acute cortisol response.

Autonomously regulated self‐control typically does not reduce over time as much, compared with self‐control underpinned by controlled motivation. The proposed study tested whether an acute stress response is implicated in this process. Utilizing a framework grounded in self‐determination theory, this study examined whether participants' motivational regulation would influence repeated self‐control performance and acute stress levels, measured by the stress hormone cortisol. A single‐blind randomized experimental design incorporating two motivational conditions (autonomous regulation and controlled regulation) tested these hypotheses. Participants (female = 28; male = 11; M age = 22.33) performed three sequential self‐control tasks; a modified Stroop task followed by two “wall sit” postural persistence tasks. Salivary cortisol was measured at baseline and after each of the wall sits. A repeated measures ANCOVA unexpectedly revealed that participants in the controlled regulation condition recorded greater wall sit performance in the first and second wall sits, compared with the autonomous condition. A repeated measures ANCOVA also revealed a significant quadratic interaction for cortisol. Controlled regulation was associated with an increase, and autonomous regulation condition a decrease, in cortisol that subsided at timepoint two. Results imply autonomous motivation facilitates an adaptive stress response. Performance on the self‐control tasks was contrary to expectations, but may reflect short‐term performance benefits of controlled motivation.

Bed-Sharing in the First 6 Months: Associations with Infant-Mother Attachment, Infant Attention, Maternal Bonding, and Sensitivity at 18 Months.

The objective of this study was to investigate whether bed-sharing during the first 6 months of life is associated with infant's attachment and behavioral outcomes and mother's bonding and sensitive parenting at 18 months of age. The sample with complete longitudinal data comprised 178 infants and their caretakers. Bed-sharing was assessed with maternal report at term, 3, 6, and 18 months. Infant attachment was measured at 18 months using the strange situation procedure. Infant behavioral outcomes (i.e., poor attention/hyperactivity and task persistence) were assessed with 2 observational measures at 18 months. Maternal sensitivity was observed at 3 and 18 months, and mothers reported on bonding to their infant at term, 3, and 18 months. Bed-sharing was common at term (41.2%), which decreased at 3 months (22.6%) followed by a slight increase at 6 (27.5%) and 18 months of age (31.3%). No associations between bed-sharing during the first 6 months and infant-mother attachment and infant behavioral outcomes at 18 months were found. Similarly, there were no associations between bed-sharing during the first 6 months and maternal bonding and sensitivity at consequent assessment points (i.e., 3 and 18 months). Bed-sharing during the first 6 months is not associated with positive or negative outcomes about infant-mother attachment, infant behavior, maternal bonding, or sensitive parenting.

Associations among response inhibition, motivational beliefs, and task persistence in early elementary school

Task persistence is an important learning-related behavior associated with academic success. Although persistence has been related to motivational beliefs and cognitive skills, these constructs are typically studied independently, limiting our understanding of relations among them. The current investigation was designed to understand how these concepts are related in early elementary school, a developmental period characterized by high motivational beliefs, growth in cognitive control, and the transition to school. Interest, perceived competence, and response inhibition were evaluated as predictors of children’s (N = 73, Mage = 6.91 years) likelihood to demonstrate high persistence on a challenging puzzle task. Results provided evidence that motivational constructs are not sufficient for understanding differences in persistent behavior during this developmental period. Specifically, relations between interest and perceived competence and task persistence were present only for children with moderate to high response inhibition skills. Moreover, gender differences in task persistence emerged, indicating that although interest and perceived competence motivated all students to exhibit persistence, girls were still more likely to demonstrate task persistence than boys. Overall, findings suggest that task persistence in elementary school is a complex behavior that requires both cognitive control skills to support engagement and the motivation to continue engaging as task difficulty increases.

Childhood poverty and psychological well-being: The mediating role of cumulative risk exposure.

The current study assessed whether the proportion of childhood (age 0-9 years) in poverty altered the developmental trajectories (ages 9-24) of multimethodological indicators of psychological well-being. In addition, we tested whether exposure to cumulative risk over time mediated the association between poverty exposure and psychological well-being. Measures of psychological well-being included internalizing and externalizing symptoms, a behavioral index of learned helplessness (task persistence), and chronic physiological stress (allostatic load). Exposure to poverty during childhood predicted the trajectory of each development outcome: individuals with more poverty exposure during childhood showed (a) relatively high levels of internalizing symptoms that diminished more slowly with maturation, (b) relatively high levels of externalizing symptoms that increased faster over time, (c) less task persistence indicative of greater learned helplessness, and (d) higher levels of chronic physiological stress which increased faster over time relative to persons with less childhood poverty exposure. Trajectories of cumulative risk exposure from physical and psychosocial surroundings from 9-24 years accounted for the association between childhood poverty and the growth curves of internalizing and externalizing symptoms but not for learned helplessness or chronic physiological stress. Additional sensitivity analyses indicate that early childhood disadvantage is particularly problematic for each outcome, except for internalizing symptoms which seem sensitive to the combination of early and lifetime poverty exposure. We also explored whether domains of cumulative risk as well as two alternatives, maternal sensitivity or family cohesion, functioned as mediators. Little evidence emerged for any of these alternative mediating constructs.

Teachers’ Self-Efficacy: How does it Predict Children's Task Persistence and Behavioral Self-Regulation?

It has been suggested that the quality of pre-primary education influences children's learning abilities in a variety of ways. Teachers’ behaviors are among the major factors relating to the quality of the classrooms, and one aspect of them – teachers’ self-efficacy – has been put forward to predict successful development of childrens’ learning and abilities to learn. Given this, it is surprising that relatively few studies have taken pre-primary techers' self-efficasy into account, and no research on the topic has been conducted in Lithuania.&#x0D; Futhermore, a few studies have analyzed how teachers' self-efficacy relates to childrens' learning abilities, such as, tasks persistence and self-regulation. Consequently, the present study analyzed relations between teachers' self-efficacy, childrens' task persistence and self-regulation. This study is based on the theory of teachers’ self-efficacy by Tschannen-Moran and Woolfolk Hoy (2001). The aim of the current study is to determine whether the self-efficacy of Lithuanian pre-primary teachers' is related to the learning outcomes, in particular, childrens' tasks persistence and ability to regulate their behavior. Childrens' tasks persistence was measured using the Behavioral strategy rating scale (teachers' form) (Aunola et al., 2000; Zhang et al., 2011); the Head-Toes-Knees-Shoulders task (McCellandet al., 2007; Ponitz et al., 2008; Ponitz at al., 2009) was used to measure childrens' self-regulation.&#x0D; Participants were 18 pre-primary education teachers from six Lithuanian schools and their 229 pre-primary class students (116 [50.7%] girls and 113 [49.3%] boys). Teachers answered questionnaires concerning their self-efficacy towards the whole class and towards each child’s task persistence; school psychologists tested each child on their self-regulation. The statistical analyses of this study comprised of correlation analyses and hierarchical regression analyses.&#x0D; The results supported our expectations about the positive significant relations between teachers' self-efficacy, childrens' tasks persistence and self-regulation. That is, the greater teachers' self-efficacy was, better childrens' tasks persistence and self-regulation were. The results stayed significant even after controlling for, child gender, parental education, and teachers’ experience. MoreoverIn particular, gilrs and children of higher educated parents were more likely to have better task persistence and self-regulation. Moreover, surprisingly, it was found that teachers' work experience predicted childrens' self-regulation. Taken together, the results have verified that techers' self-efficacy plays a meaningful role in promoting childrens’ tasks persistence and self-regulation in Lithuanian preschool. Thus, from the practical point of view, in order to facilitate children’s learning in preschool and primary school, one should also pay attention to the ways of strengthening teachers’ self-efficacy.

Attachment and task persistence: attachment orientations, perception of teacher’s responsiveness, and adolescents’ persistence in academic tasks

ABSTRACT The goal of the two studies reported here was to examine the contribution of adolescents’ attachment orientations (anxiety, avoidance) and their perception of teacher’s responsiveness to persistence in academic tasks. In Study 1 (N = 160), we assessed self-reports of persistence in schoolwork. In Study 2 (N = 240), we manipulated the symbolic presence of participants’ teacher (teacher priming) and assessed their actual persistence in a cognitive task. Across the two studies, attachment anxiety was associated with decreased persistence, and the perception of teacher as a responsive figure contributed to heightened persistence and buffered the detrimental effects of attachment anxiety. Study 2’s findings also showed that the beneficial effects of perceived teacher’s responsiveness on actual task persistence were found only when the teacher was made contextually salient but not when the teacher was not salient. We discussed the dispositional and contextual sources of attachment security that contribute to task persistence.

Is Perfectionism Always Dysfunctional? Looking into Its Interaction with Activity Patterns in Women with Fibromyalgia.

The intrinsically adaptive or maladaptive nature of certain activity patterns in fibromyalgia (FM) has been put into question. The role of contextual factors related to their influence on functional limitation is required. Perfectionism complicates the ability to cope of these patients. The aim of the study has been to analyze the moderating role of perfectionism between activity patterns and functional limitation. The sample were 228 women with FM. Moderation analyses were conducted with the PROCESS Macro. Activity avoidance and excessive persistence were associated with poorer functionality, regardless of perfectionism. Pain avoidance and task persistence were more strongly associated with FM impact in women with high or moderate levels of perfectionism. In a clinical setting adapting the recommendations given to patients according to their level of perfectionism would be justified. Pain avoidance might be inadvisable at high levels of perfectionism, and task persistence is recommendable especially when perfectionism is high.

Afterschool programs, extracurricular activities, and unsupervised time: Are patterns of participation linked to children's academic and social well-being?

Patterns of afterschool activities were studied in low-income, ethnically diverse children (n = 1796, M age = 8.7 yrs). Cluster analyses indicated four reliable clusters: (a) regular participation in a high-quality afterschool program, (b) regular participation at the afterschool program combined with other extracurricular activities, (c) unsupervised time afterschool combined with extracurricular activities, and (d) low participation in any of these settings. Children who regularly attended a high-quality afterschool program alone or combined with extracurricular activities were reported by teachers to have higher academic performance, work habits, and task persistence, and less aggression towards peers compared to children whose afterschool hours combined unsupervised time with extracurricular activities. Attending high-quality afterschool programs alone and in combination with extracurricular activities also were associated with child self-reports of less misconduct compared to unsupervised time combined with extracurricular activities. These findings indicate the value of high-quality afterschool programs for children growing up in poverty.

Using the Think Aloud Protocol to Measure Desire-Goal Conflict and Conflict Resolution in a Postural Persistence Task

ABSTRACT The aim of the present study was to investigate a think aloud protocol as a novel way to measure indicators of self-control during acts of physical persistence. Using a within-person design, 35 participants (9 males, 26 females) completed two wall-sit persistence tasks, one employing a think aloud protocol, and the other silent. A two-way mixed ANOVA found no significant differences in persistence between conditions, indicating that using the think aloud protocol during the wall-sit did not have a significant effect on persistence. Think aloud scripts of 34 participants (one participant’s script was inadmissible) revealed that all participants verbalized negative affect, an essential characteristic of a desire-goal conflict. Thirty-two participants (94%) verbalized conflict resolution strategies. A multiple linear regression found that the length of time from the beginning of the task to the first verbalization of negative affect positively predicted persistence on the wall-sit task (β =.61; p < .001), but the length of time to the first verbalization of conflict resolution did not (β =.16; p =.30). This indicates that the time at which negative affect is initially verbalized is a reliable predictor of persistence. The study supports the use of the think aloud protocol in postural persistence tests and other simple physical tasks and supports the possibility that verbalization of negative affect may be an indicator of the initiation of a desire-goal conflict.

Task persistence in kindergarten children: Disentangling age from schooling effects.

The aim of the present study was to examine age effects and schooling effects on task persistence. Four- and 5-year-old (N=120) kindergarten children were observed while working on a persistence task. Since children attend kindergarten for 2years in Switzerland, age and schooling effects could be examined in a cut-off research design. To examine age effects, task performance was compared between 4- and 5-year-olds, all enrolled in their first kindergarten year. To address schooling effects, performance between 5-year-olds enrolled in their first vs. 5-year-olds enrolled in their second kindergarten year was compared. Age differences were found for two different persistence measures. No effect was found for schooling. Overall, the present results suggest that 1year of formal kindergarten schooling, as a structuring environmental factor, does not affect the ability to persist. Age and inhibitory skills, however, do.

A multiple levels of analysis examination of the performance goal model of depression vulnerability in preadolescent children.

If performance goals (i.e., motivation to prove ability) increase children's vulnerability to depression (Dykman, 1998), why are they overlooked in the psychopathology literature? Evidence has relied on self-report or observational methods and has yet to articulate how this vulnerability unfolds across levels of analysis implicated in stress-depression linkages; for example, hypothalamic-pituitaryadrenal axis (HPA), sympathetic nervous system (SNS). Utilizing a multiple-levels-of-analysis approach (Cicchetti, 2010), this experimental study tested Dykman's goal orientation model of depression vulnerability in a community sample of preadolescents (N = 121, Mage = 10.60 years, Range = 9.08-12.00 years, 51.6% male). Self-reports of performance goals, attachment security, and subjective experience of internalizing difficulties were obtained in addition to objective behavioral (i.e., task persistence) and physiologic arousal (i.e., salivary cortisol, skin conductance level) responses to the Trier Social Stress Test (TSST) and two randomly assigned coping conditions: avoidance, distraction. Children with performance goals reported greater internalizing difficulties and exhibited more dysregulated TSST physiologic responses (i.e., HPA hyperreactivity, SNS protracted recovery), yet unexpectedly displayed greater TSST task persistence and more efficient physiologic recovery during avoidance relative to distraction. These associations were stronger and nonsignificant in the context of insecure and secure attachment, respectively. Findings illustrate a complex matrix of in-the-moment, integrative psychobiological relationships linking performance goals to depression vulnerability.

Cognitive Persistence and Executive Function in the Multilingual Brain During Aging.

Researchers have debated the extent to which the experience of speaking more than two languages induces long-term neuroplasticity that protects multilinguals from the adverse cognitive effects of aging. In this review, I propose a novel theory that multilingualism affects cognitive persistence, the application of effort to improve performance on challenging tasks. I review recent evidence demonstrating that the cingulo-opercular network, consisting of the bilateral inferior frontal gyrus (IFG) and dorsal anterior cingulate cortex (dACC), supports cognitive persistence. I then show that this same network is involved in multilingual language control and changes with multilingual language experience. While both early and late multilinguals exhibit differences in the cingulo-opercular network compared to monolinguals, I find that early multilinguals have a pattern of decreased dACC activity and increased left IFG activity that may enable more efficient cognitive control, whereas late multilinguals show larger dACC responses to conflict that may be associated with higher cognitive persistence. I further demonstrate that multilingual effects on the cingulo-opercular network are present in older adults and have been implicated in the mitigation of cognitive symptoms in age-related neurodegenerative disorders. Finally, I argue that mixed results in the literature are due, in part, to the confound between cognitive persistence and ability in most executive function tasks, and I provide guidance for separating these processes in future research.

The creative cliff illusion

Across eight studies, we tested whether people understand the time course of their own creativity. Prior literature finds that creativity tends to improve across an ideation session. Here we compared people's beliefs against their actual creative performance. Consistent with prior research, we found that people's creativity, on aggregate, remained constant or improved across an ideation session. However, people's beliefs did not match this reality. We consistently found that people expected their creativity to decline over time. We refer to this misprediction as the creative cliff illusion. Study 1 found initial evidence of this effect across an ideation task. We found further evidence in a sample with high domain-relevant knowledge (study 2), when creativity judgments were elicited retrospectively (study 3), and across a multiday study (study 5). We theorized the effect occurs because people mistakenly associate creativity (the novelty and usefulness of an idea) with idea production (the ability to generate an idea). Study 4 found evidence consistent with this mechanism. The creative cliff illusion was attenuated among those with high levels of everyday creative experience (study 6) and after a knowledge intervention that increased awareness of the effect (study 7). Demonstrating the impact of creativity beliefs on downstream performance, study 8 found that declining creativity beliefs negatively influenced task persistence and creative performance, suggesting that people underinvest in ideation. This research contributes to work on prediction in the creative domain and demonstrates the importance of understanding creativity beliefs for predicting creative performance.

Validation and Clinical Correlates of the Behavioral Indicator of Resiliency to Distress Task (BIRD) in a University- and Community-Based Sample of Youth with Emotional Disorders

Distress tolerance (DT) is a transdiagnostic risk factor for psychopathology. The Behavioral Indicator of Resiliency to Distress (BIRD) task assesses DT by measuring task persistence in the face of distress. BIRD task performance has been associated with internalizing and externalizing symptoms in nonclinical youth, but these relationships have not been explored in clinical youth. Validating this task in a clinical sample would clarify its utility as a more objective indicator of DT. We aimed to investigate the correlates and predictors of BIRD task performance in a clinical sample of 348 youth assessed at pretreatment in community mental health clinics (CMHC; n = 209; ages 12–18; 66.8% female) or at a university-based research clinic (RC; n = 139; ages 10–18; 49.6% female). We aimed to evaluate the concurrent validity of the BIRD task by examining the associations between quitting the task and pre-task subjective units of distress (SUDs) and youth- and parent-reported anxiety, depressive, and externalizing symptoms, as well as youth-reported DT. Youth who reported greater subjective units of distress (SUDS) prior to the task reported greater anxiety and depressive symptoms, externalizing symptoms, and poorer DT. Those who quit the task early reported greater parent-reported school and separation anxiety. Surprisingly, fewer participants quit the task in this study compared with previous studies. The current results provide evidence that the BIRD may not be measuring the same construct as self-reported DT. Whereas a self-report measure captures one’s perceived ability to handle negative emotions, the BIRD captures one’s actual ability to persist in the face of frustration. These results suggest that youth’s perception of their ability to handle negative emotions may be distinct from their actual persistence when faced with distress. Assessing both perceived and actual DT may have clinical utility for youth with internalizing symptoms.