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Intended persistence: Comparing academic and creative challenges in high school

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Intended persistence: Comparing academic and creative challenges in high school. / Hoffmann, Jessica; Ivcevic, Zorana; Zamora, Gabrielle et al.
In: Social Psychology of Education, Vol. 19, No. 4, 12.2016, p. 793-814.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Hoffmann, J, Ivcevic, Z, Zamora, G, Bazhydai, M & Brackett, M 2016, 'Intended persistence: Comparing academic and creative challenges in high school', Social Psychology of Education, vol. 19, no. 4, pp. 793-814. https://doi.org/10.1007/s11218-016-9362-x

APA

Hoffmann, J., Ivcevic, Z., Zamora, G., Bazhydai, M., & Brackett, M. (2016). Intended persistence: Comparing academic and creative challenges in high school. Social Psychology of Education, 19(4), 793-814. https://doi.org/10.1007/s11218-016-9362-x

Vancouver

Hoffmann J, Ivcevic Z, Zamora G, Bazhydai M, Brackett M. Intended persistence: Comparing academic and creative challenges in high school. Social Psychology of Education. 2016 Dec;19(4):793-814. Epub 2016 Oct 13. doi: 10.1007/s11218-016-9362-x

Author

Hoffmann, Jessica ; Ivcevic, Zorana ; Zamora, Gabrielle et al. / Intended persistence : Comparing academic and creative challenges in high school. In: Social Psychology of Education. 2016 ; Vol. 19, No. 4. pp. 793-814.

Bibtex

@article{d5c79ffb98d24620b3a7eafab6d5a381,
title = "Intended persistence: Comparing academic and creative challenges in high school",
abstract = "How do high school students approach academic and creative challenges? This study compares the content of academic and creative challenges for 190 high school students, and examines students{\textquoteright} intentions to persist. Students reported experiencing academic and creative challenges in different areas: academic challenges were described primarily in math/science and English, with themes related to time management and striving to improve, while creative challenges were described overwhelmingly in art and music and concerned problem solving difficulties. Students reported more interest and intention to persist in the creative than academic challenges. Interest was the strongest predictor of persistence across both academic and creative challenges. The divergent perceptions of creative and academic challenges suggest that capitalizing on the creative elements of academic assignments could boost student interest and subsequent persistence.",
keywords = "Academic challenges , Creative challenges, Persistence, Intrinsic motivation , High school ",
author = "Jessica Hoffmann and Zorana Ivcevic and Gabrielle Zamora and Marina Bazhydai and Marc Brackett",
year = "2016",
month = dec,
doi = "10.1007/s11218-016-9362-x",
language = "English",
volume = "19",
pages = "793--814",
journal = "Social Psychology of Education",
issn = "1381-2890",
publisher = "Springer Netherlands",
number = "4",

}

RIS

TY - JOUR

T1 - Intended persistence

T2 - Comparing academic and creative challenges in high school

AU - Hoffmann, Jessica

AU - Ivcevic, Zorana

AU - Zamora, Gabrielle

AU - Bazhydai, Marina

AU - Brackett, Marc

PY - 2016/12

Y1 - 2016/12

N2 - How do high school students approach academic and creative challenges? This study compares the content of academic and creative challenges for 190 high school students, and examines students’ intentions to persist. Students reported experiencing academic and creative challenges in different areas: academic challenges were described primarily in math/science and English, with themes related to time management and striving to improve, while creative challenges were described overwhelmingly in art and music and concerned problem solving difficulties. Students reported more interest and intention to persist in the creative than academic challenges. Interest was the strongest predictor of persistence across both academic and creative challenges. The divergent perceptions of creative and academic challenges suggest that capitalizing on the creative elements of academic assignments could boost student interest and subsequent persistence.

AB - How do high school students approach academic and creative challenges? This study compares the content of academic and creative challenges for 190 high school students, and examines students’ intentions to persist. Students reported experiencing academic and creative challenges in different areas: academic challenges were described primarily in math/science and English, with themes related to time management and striving to improve, while creative challenges were described overwhelmingly in art and music and concerned problem solving difficulties. Students reported more interest and intention to persist in the creative than academic challenges. Interest was the strongest predictor of persistence across both academic and creative challenges. The divergent perceptions of creative and academic challenges suggest that capitalizing on the creative elements of academic assignments could boost student interest and subsequent persistence.

KW - Academic challenges

KW - Creative challenges

KW - Persistence

KW - Intrinsic motivation

KW - High school

U2 - 10.1007/s11218-016-9362-x

DO - 10.1007/s11218-016-9362-x

M3 - Journal article

VL - 19

SP - 793

EP - 814

JO - Social Psychology of Education

JF - Social Psychology of Education

SN - 1381-2890

IS - 4

ER -