A study to determine the relationship between the perception of the difficulty of a task and persistance in attempts to solve a problem

Abstract

The purpose of this study was to determine the relationship between the perception of the difficulty of a task and persistence in attempts to solve a problem. This study included a comprehensive review and critical analysis of the research and literature associated with an individuals perception or self-efficacy of the task at hand as well as identifying factors that promote successful learning. A summary of the results as well as conclusions and recommendations were made in order to give guidance to teachers in developing teaching styles that can promote students problem solving abilities. In researching historical practices in educational research from past to present, it was determine certain traits were characteristics of successful and unsuccessful learners. Out of this review, self-efficacy and persistence at a task played a dominant role in successful student learning. The question then became "What causes persistence, and technology to study the function of the brain was not available, it was impossible for researchers to understand the correlation. With the advent of present brain research, how the brain learns is at the forefront of genetics, biology, and chemistry. It is this studies attempt to understand the complicated mix of emotional stressors and reinforcement which releases the chemical cocktail in the brain that the brain in turn must use to decipher which neural pathways will be interconnected and how memory is formed. The research attempts to show why the relationship between self-efficacy and persistence promotes learning in the subject.