Persistence, success expectations and academic performance

This presentation argues that academic performance is more related to task persistence than to the expectation of success as an index of motivation. For this purpose, the activities performed in 114 courses were analyzed when the score of the first two activities was higher or lower than 22% of the total points of the course (500) and students with low and passable academic performance were chosen. It is concluded that there is a prevalence of homework persistence over the expectation of success in courses enrolled by students of passable performance as a motivational factor in homework completion. This presentation is part of the macro project developed by the author: Subjective theories in the construction of mediated knowledge.