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Conditioning of Perseverance in Children and Adolescents and Its Pedagogical Implications
1
Faculty of Pedagogy, Kazimierz Wielki University, Bydgoszcz, Poland
Submission date: 2025-01-18
Acceptance date: 2025-03-23
Online publication date: 2025-07-25
Corresponding author
Marta NIKEL
Wydział Pedagogiki, Uniwersytet Kazimierza Wielkiego w Bydgoszczy, Chodkiewicza 30, 85-064 Bydgoszcz, Polska
Wydział Pedagogiki, Uniwersytet Kazimierza Wielkiego w Bydgoszczy, Chodkiewicza 30, 85-064 Bydgoszcz, Polska
KEYWORDS
persistence in actionaction controlvolitional strategiesindividual factorssituational conditionsfamily factorschildren and youthdevelopment support
TOPICS
ABSTRACT
Aim. The article analyzes the determinants of perseverance in children and young people in the individual, situational, and family dimensions. Its aim is to indicate practical recommendations for teachers and parents in the field of supporting this competence in the school and family environment. Methods and materials. The study is based on a critical analysis of the scientific literature in the field of psychology, and pedagogy on perseverance and related phenomena. Theoretical models of self-regulation, action control, factors and mechanisms supporting and disturbing perseverance, such as mental simulations, parenting styles and methods, were analyzed. The results of empirical studies on temperament, personality, situational context, and the influence of the family environment on the development of perseverance in action were taken into account. Results and conclusion. Perseverance contributes to school success and good psychosocial
functioning of children and adolescents. The conclusions indicate the need for a holistic approach to supporting its development, with particular consideration of individual characteristics (e.g., temperamental traits, self-regulation abilities) and external factors (situational, family). For this reason, parents and teachers should create conditions for children to develop perseverance in action through appropriate educational and upbringing strategies, matching actions to the child’s orientation in action. In this respect, adapting tasks, appropriate organization of work and environment, strategies for action control, emotional regulation, methods of upbringing, and communication in the family are of great importance.
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