A Measure of College Academic Persist en

Psychological Assessment I Student Research
XAVIER UNIVERSITY – ATENEO DE CAGAYAN

Validation of Academic Persistence Measure
Abcede, Abdullah, Alonto, Arandil, Jayson & Mama, 2015
A Measure of College Academic Persistence: A Validation in Cagayan

de Oro Universities
Abcede, Eloisa Mae Arandil, Camille

abcede.eloisa@gmail.com carandil54@gmail.com
Abdullah, Arafat Jayson, Shari Angelee

abdullah.arafat@yahoo.com angeljay95@yahoo.com
Alonto, Sittie Nur-Ahlia Mama, Sittie Aisah

thalia.alonto@yahoo.com sittieaisah.mama@yahoo.com
Submitted: September 25, 2015
The present study investigated and proposed a three-factor model of Academic Persistence among
college students. The measure defined academic persistence as a voluntary continuation of a
purposive action despite the occurrence of hardships, discouragements, or failures. It is achieving
one’s goals through sustaining grit, keeping a positive thought and refusing to fail. Conversely, it was
able to identify grit, positive outlook towards challenges, and refusal to fail as factors affecting the
construct. The initial item-pool appeared to have 73 items. However, since the items went through a
content validity check done by an expert, the final item-pool became 47 in number. Finally, it was
condensed to 26 items after Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis
(CFA) were executed. The participants responded on each of the items by a 4-point scale ranging
from 1= “Never a character of me” to 4= “Always a character of me”. Two indices (𝑥 2 /df and RMSEA)
were able to fit while its Cronbach alpha ranges from 0.52 to 0.88. Overall, the three (3) factor model
was confirmed in private universities and the items of each factor had a good internal consistency.
Keywords: Academic Persistence; Grit; Positive Outlook; Refusal to Fail; EFA; CFA.
_________________________________________________________________________________________________________
Background of the Study
Attempts to measure academic persistence and the diverse factors influencing it
have long been presented in the field of Psychology. Since the construct remains to be a
vital characteristic of accomplishment across academic disciplines, attempts to further
measure it are still on-going yet remain to be unsettled and varied (Navarro, 2002). First,
the positive relationship between an individual’s level of grit and academic performance,
such as GPA and ACT score has been recognized in the literature, emphasizing the
significance of grit as a measure of academic persistence (Reyes, et al., 2009). A
comprehensive study involving the college students of Lyceum of the Philippines
University specified that students with higher levels of grit progressed much beyond in
their education than college undergraduates with lower levels of grit, thus, indicating the
importance of non-cognitive performance value (Reyes, et al., 2009).
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Meanwhile, cognitive variables present in academic persistence have also been

verified in earlier studies and among these variables; self-efficacy was emphasized (Brown
et al., 2008). Prior studies reported a strong positive effect among self-efficacy and college
GPA extending from .38 to .50. In terms of paths associated to academic self-efficacy,
bivariate relations between high school GPA (r = .70), academic self-efficacy and general
cognitive ability (r = .28) have also been stated (Robbins et al., 2004). Moreover, self-
efficacy was also acknowledged as a significant factor that alleviates academic persistence
in technology related courses (Borbon, 2014). This was verified using the sample data from
undergraduates of three college institutions in Metro Manila and its neighboring provinces
(Laguna and Cavite). The study revealed that general self-efficacy is a substantial predictor
of academic persistence (Borbon, 2014).
Along with grit and self-efficacy, academic goal by means of considering failure as
the last option has also been examined as an important factor in measuring academic
persistence. This provides meaning and a much clear direction to academic behavior by
continuing to persist until success comes (Estrada, et al., 2013). Moreover, research points
out that goal predicted school performance and choice (Kaplan & Maehr, 2007). For
instance, a meta-analysis study stated that the association of academic goals to persistence
was .34 (Robbins et al., 2004). Similarly, academic goals were substantial predictors of
performance among a sample of undergraduate college students in STEM fields (Hernandez
et al., 2013) and this findings was consistent with prior studies that inspected the effects of
academic goals on academic outcomes in general (Grant & Dweck, 2003; Zusho, Pintrich, &
Coppola, 2003).
Meanwhile, theories on vocational psychology expounded on how an individual
makes academic choices and pursue career endeavours. Among different types of
vocational psychology theories, Social Cognitive Career Theory determines and describes
the interaction among the cognitive and behavioural factors that influenced the
improvement of career interests, choices, and performance behaviours. Originally from
Bandura’s social cognitive theory, SCCT then hypothesizes that vocation or job and
academic interests progress when individuals have self-confidence in their capability to
complete specific academic or career related tasks (self-efficacy) and when they project
positive significances for performing these tasks (outcome expectations). Career interests
influence goals and career consequences such as career fulfilment, commitment,
performance and persistence. Both self-efficacy and outcome expectations are
hypothesized to have both direct and indirect effects on goals, satisfaction, and persistence
via their influence on career interests (Flores et al., 2015). The Social Cognitive Career
Theory accounts for the performance and persistence behaviours in an educational
environment and in work settings. Hence, the prevalent study will test the SCCT
persistence model in an educational setting.
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Methods
Participants
This study has a total of 600 participants from the first and second pilot testing.
Cluster random sampling was used as the process of selecting the participants. There was a
list of different classes under each university’s College of Arts and Sciences. The
researchers randomly picked classes to be tested. An informed consent was given to each
participant before the survey was conducted. The consent confirmed the voluntary
participation of the student on the said study. It serves as evidence that the participant can
withdraw from the study at any time for any reason. It informs the participants about the
purpose and procedure of the study and the confidentiality of their profile and the data
collected.
The first pilot testing was done in Xavier University Ateneo de Cagayan specifically
under College of Arts and Sciences. The researchers conducted the test on the classes with
students from Psychology, Philosophy, International Studies and English. A total of three
hundred (300) participants were gathered with ages ranging from sixteen (16) to twenty-
three (23). The research covered participants from first year to fourth year. In addition,
before conducting the survey; the informed consent was given and the study was explained
to the participants.
On the other hand, Capitol University was the venue for the second pilot testing.
Classes from the College of Arts and Science were tested using the process of Cluster
Random Sampling. The classes are made up of first year to fourth year students from Math
and English. A total of three hundred (300) participants with ages ranging from sixteen
(16) to twenty-three (23) participated in the said pilot testing. The Informed Consent was
attached on the first page of the survey. Researchers explained the study before conducting
the survey.
Measures
A prevalent study developed items concerning college Academic Persistence which
aims to uncover factors that relate to persistence and retention of college students in
pursuing Bachelor of Science in Agriculture directed for completion of degree in the
Philippines (Dela Cruz, 2015). It is comprised of 50 items measuring three dimensions,
particularly: student-related (e.g., I am trying my best to be able to complete this degree),
institution-related (e.g., this campus has a commitment to academic excellence), and
classroom-related factors (e.g., I am able to experience intellectual growth here.). Another
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study developed by Constantin also constructed items for persistence scale concerned with
the development of a three-dimensional persistence scale (PS). It aims to test the study’s
factorial structure through both exploratory and confirmatory analysis and at the end
construct the validity of the new self-report measure (Constantin et al., 2011). Meanwhile,
Holman and Hojbota also created a scale relating to Academic Persistence. Their scale
included 63 items measuring three dimensions, namely: recurrence of unattained pursuit,
long-term purposes pursuing and current purposes pursuing. Participants were required to
point out on a 5-point scale, ranging from “in a very low degree” to “in a very high degree”,
the measure that they think best describes them.
In the proponents’ study, the construction of item-pool was based on the created
theoretical framework, operational definition of the construct, review of related literatures
about the measure on academic persistence and through the focus group discussion. The
initial item-pool that was constructed is consisting of 73 items. However, since the items
went through a content validity check done by an expert, the final item-pool became 47 in
number. The participants responded on each of the items by a 4-point scale ranging from
1= “Never a character of me” to 4= “Always a character of me”. The psychometric
properties of this measure in the proponents’ study are reported in the Results section.
Data Analysis
Prior to the main analysis of the results, descriptive indices were attained in order
to examine the normality of data. Meanwhile, the exploratory stage of the present study
used Exploratory Factor Analysis (EFA) to classify the pattern of items into some
dimensions of academic persistence among college students. Lastly, Confirmatory Factor
Analysis (CFA) was used for the confirmatory phase which aimed for the exploration of
data gathered in pilot testing two (2) conducted at Capitol University. STATISTICA 8 was
used for both EFA and CFA.
Results
To disclose the underlying structure of a reasonably large set of variables, a

statistical method Exploratory Factor Analysis was used. In this case, an Exploratory Factor
Analysis was executed on a 47-item scale. Taking on a Varimax rotation, different number
of factors was explored but a 3-factor model of the construct was finally used with
reference to the eigenvalues, scree plot and the theme used to express each items in the
factors.
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i. Phase I: Exploration of the Structure of Academic Persistence

Table 1
Eigenvalues of the 3-Factor Measure of Academic Persistence
CUMULATIVE
PERCENT TOTAL CUMULATIVE
PERCENT
FACTOR EIGENVALUE VARIANCE EIGENVALUE
TOTAL
1 7.42 28.55 7.42 28.55
2 1.87 7.18 9.29 35.73
3 1.65 6.35 10.94 42.08
The table above shows the Eigenvalues of each of the 3 factors used to measure
Academic Persistence. Eigenvalues is the total variance accounted by each factor. It is
calculated and used when deciding how many factors will be extracted in the overall factor
analysis. The eigenvalue of factor 1 is 7.42 of the variation. Since it is the factor 1, it will
always account for most variances, thus, having the highest eigenvalue. The value of the
second factor is 1.87 of the variation, and because it is the 2nd factor, its value is lesser than
the 1st factor. Lastly, the lowest eigenvalue among the three is the last factor which is
factor three, 1.65.
The 2nd column contains the total percent variance which is accounted by each
factor. The value for factor 1 is 28.55 followed by factor 2 which is 7. 18 and lastly, the third
factor which has the least value of 6.35.
On the other hand, the third column represents the cumulative eigenvalue. It is
mainly the eigenvalue of the present factor being added to the eigenvalue of the preceding
factor. In this case, factor 1 has the value of 7.42. Since there are no factors preceding to it,
it has the least value. Meanwhile, the cumulative eigenvalue of factor 2 will be the sum of its
eigenvalue and the factor preceding to it, which in this case is factor 1. So, the value would
be 9.29 as indicated in table 1. Factor 3, being the last factor has the greatest amount of
cumulative eigenvalue. Its value comes from its own eigenvalue together with the sum of
factor 1 and factor 2. Thus, having the value of 10.94.
The last column which is the cumulative percent total provides the value of the
cumulative percentage of variance accounted by the present plus all the other preceding
factors. In this table, the value of the first factor is 28.55. Since it is the first factor, it has the
least value for cumulative percent total. The second factor has a value of 35.73. It is the
value accounted together from the first and second factor, thus, having a greater value than
the first factor. The third factor has the value of 42.08 which has the greatest of them all
due to the fact that it accounts for the three factors of the total variance.
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Table 2
Factor Loadings of 26 Items
Factor 2:
Positive
Item (Original Factor) Factor 1: Factor 3:
Outlook
Grit Refusal to Fail
towards
Challenges
I strive to maintain high grades despite obstacles. 0.62
I strive harder after a failure with my academics. 0.70
I am firm in pursuing my course in order to fulfill my
0.58
aspired
I continue to pursue my academic goals because I take
0.52
pride in my course.
I believe in my own intellectual capacity to achieve my
0.58
academic goals.
I believe that I can pass through the obstacles in my
0.62
academics.
I face the obstacles in my academics by being resourceful. 0.61
I do not allow financial problems to stop me from
0.61
pursuing my academic goals.
I treat every obstacle as a challenge. 0.62
I do not allow my problems to affect my academic
0.62
performance.
I am determined to solve my academic problems even
0.53
without support from others.
I consider failures in my academics positively. 0.54
I keep in mind what I want to become when facing
0.64
obstacles in my academics.
I properly assess the situation when facing obstacles in
0.61
my academics.
I consider my strengths and weaknesses when facing
obstacles in my academics. 0.62
I find alternative ways to deal with the obstacles I am
facing in my academics. 0.55
I believe that problems can reveal a person's character. 0.55
I believe that overcoming obstacles in my studies makes
0.54
me a better person.
I believe that sense of responsibility is important in
0.40
persisting my academic goals.
I believe that every student has to face trials in their
0.65
academics.
I believe that giving in to discouragements will not lead to
0.58
progress.
I believe that giving up on my studies means being
0.63
unprogressive.
I treat finishing a degree as an advantage. 0.54
I believe failures make a person less productive. 0.73
I persist in my academic goals because I am afraid of being
0.64
judged.
I cry as a way of recovery when facing obstacles in my
0.64
academics.
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The final 26 items of College Academic Persistence (CAP) scale and their factor
loadings are represented in Table 2. A factor loading of ≥.40 was established to identify the
significant loading coefficient of all the items for the three factors. Factor loadings signify
the way a factor greatly interprets a variable in factor analysis. Prior to this analysis,
checking of biases for each item was done in order to make certain that these biases will
not influence or affect the results of the study. As a result, two (2) items were deleted from
the original 47-item College Academic Persistence (CAP) scale due to their representation
of a skewed value (2) which is higher than the standard value for skewness. The remaining
45 items were submitted to an exploratory factor analysis using Principal Components
Extraction method and Varimax raw rotation so that factor simplicities will be maximized.
The supposed construction of the tool is composed of three sub-scales. The
proponents supplied a factor analysis by imposing a three-factor solution on the data. The
pattern matrix for the three factor-solutions was examined through what they name as
‘simple structure’ which means that a variable must load on one and only one factor. The
retention of items was based on the highest loadings for each sub-scale. In these cases, if
such loadings were less than .40 or if it had a substantial loading on more than one factor,
the item will be discarded. The three-factor solution yielded with eigenvalues which are
higher than 1.0. Also, out of the remaining forty-five (45) items, twenty-one (21) were
deleted for it did not met the appropriate value for pattern coefficient loadings (.40). The
factor coefficient recognizes the comparative weight of every variable component in a
factor analysis. The bigger the total value of the coefficient, the more essential the
corresponding variable is in the component.
As a result, 26 items were retained and assigned to the following labels after a
review of the essential items was done: factor 1: Grit; factor 2: Positive Outlook; factor 3:
Refusal to Fail. For Factor 1, it can be seen that all of these items have an element of grit.
We define grit as working strenuously toward challenges while maintaining effort and
interest over years despite failure, adversity, and plateaus in progress (Duckworth et al.,
2007). For factor 2, these items all indicate direct positive perception on obstacles and
challenges instead seeing it as a threat or a road block in pursuing one’s goal. Thus, factor 2
is labelled as positive outlook towards challenges. Lastly, factor 3 is labelled as refusal to
fail because these items emphasized the negation of the individual to accept failure. This is
due to the fact the he or she will be judged by others and failure is also an indication of not
progressing. Yet again, those items with higher pattern coefficient loadings of .40 were
used in order to make certain that item deletion will not have a significant effect on the
pattern coefficients. The results for each factors displayed eigenvalues of 0.58, 0.52, 0.58,
0.62, 0.61, 0.61, 0.62, 0.62, 0.53, 0.54, 0.64, 0.61, 0.62, 0.55, 0.55, 0.54, 0.40, 0.65, 0.58, 0.63,
0.54, 0.73, 0.64, and 0.64 respectively, after rotation.
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Table 3
Descriptive Indices of the 3 Factors
FACTOR No. of Items Cronbach α M SD
Factor 1: Grit
Factor 2: Positive
Outlook towards
Challenges
Factor 3: Refusal
to Fail
Table 3 shows that there are 26 items for this new measure of College Academic
Persistence. It measures three dimensions of Academic Persistence, specifically: grit,
positive outlook towards challenges, and refusal to fail. The internal consistency of each
items were established and is decently dependable as stated by their Cronbach alpha
coefficients exhibited in Table 3.
Graph 1
Scree Plot of the 3 Factors
Plot of Eigenvalues
9
5
Value
0
Number of Eigenvalues
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Graph 1 illustrates the performed scree plot of the three factors for the structure of
Academic Persistence. This indicates the graph of its eigenvalue in contradiction of the
factor number. By that, one can comprehend that 3 of all the factors describe most of the
variability since the line is nearly flat after factor three. The remaining factors succeeding
factor three then accounts a very small part of the overall variability and are considered
insignificant.
Finally, to let the researchers assess the existence of the connection between the
observed variables and their primary latent constructs, Confirmatory Factor Analysis (CFA)
was conducted. This technique was also used to validate the factor structure of the
established set of observed variables.
ii. Phase II: Cross Validation of the 3-Factor Structure of Academic Persistence
Table 4
Psychometric Properties of the 3-Factor Model from Private Universities
Samples
Cronbach 𝑥 2 /𝑑𝑓
Model N M SD RMSEA TLI CFI
α
Model from Private Universities
 Grit
 Positive Outlook
towards Challenges
 Refusal to Fail
Confirmatory Factor Analysis was done on the data after picking up the three (3)
factor structure of the measure for College Academic Persistence. The data used was from
another sample of participants but has the same age range from those participants in the
exploratory phase. CFA (Confirmatory Factor Analysis) was purposely done to test the
generalizability of the three (3) dimensions and to increase its validity for future use. The
results were illustrated in Table 4 and it confirms that the model is suitable to the private
universities sample in as much as the two (2) fit measures. However, TLI and CFI values
were below its critical values. TLI’s value (0.674) was below the critical value which is >.90
and the CFI’s value (0.775) is slightly below the critical value which is >.80. Overall, the
three (3) factor model was confirmed in private universities and the items of each factor
had a good internal consistency. The Cronbach alpha ranges from 0.52 to 0.88.
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Discussion
Results of the aforementioned study confirm that academic persistence of Filipino

college students in Cagayan de Oro private universities contain three factors, specifically:
grit, positive outlook towards challenges, and refusal to fail. The developmental context of
academic persistence highlights the idea that it can be described as an outcome of high
motivation and mental strength (Dana, 2003). To sustain academic persistence, a strong
source of motivation is often required. This strong motivation comes from one’s purpose
and determination with regards to why obtaining that goal is a necessity (Latumahina,
2013). Conversely, students who possess positive internal dialogue into themselves are
shown to persist longer in the midst of academic difficulties. This positive internal outlook
towards challenges will make the individual maintain his focus on taking action with his
goals while avoiding negative thoughts (Macabasco, 2012). Meanwhile, since the path to
success can be filled with failure, knowing how to handle it is vital. Refusal to failure only
means that a persistent person recognizes failure as the last option in achieving one’s goals
(Macabasco, 2012).
Along with Cagayan de Oro College students in private universities’ sampled in the
recent study, grit demonstrates the highest mean scores compared to the two remaining
factors: positive outlook towards challenges and refusal to fail. We define grit as working
strenuously toward challenges while maintaining effort and interest over years despite
failure, adversity, and plateaus in progress (Duckworth et al., 2007). This model is similar
to Newman’s (2001) study about the college students’ grit at the University of Pennsylvania
and its foremost relation with persistence. In this study, results indicate that college
students who acquire grit are focused on their goals despite challenges. At the same time,
they have a firm attitude and determination that is continued over time despite failure or
setbacks (Chien, et al., 2012). As a result, they demonstrate persistence when they
encounter difficulties in their college course or when they are trying to make it to the finish
line despite the fact that challenges are existing (Chien, et al., 2012). In the current study,
items about determination and mental strength are also reported. These traits emphasize
the efforts of an individual to increase his efforts to reach his goals.
Secondly, positive outlook towards challenges is the second prominent factor

contributing to the measure of academic persistence among college students. Not
surprisingly, it can be noted that people with a positive outlook towards challenges do
better than those who were anxious and pessimistic (Esposito, 2012). A recent study
emphasized that staying positive can be correlated to being persistent since it can help
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college students to finish their requirements at the right time. During the duration of the
study, 120 of the 156 college students at the University of the Philippines-Diliman were
able to develop routines on how to keep self-defeating beliefs in check so that as a result,
they may be able to manage most of their hours accomplishing the tasks given to them.
Nonetheless, the study also stressed that self-management and treating obstacles as a
challenge are moreover important factors of success (Reyes, et al., 2011). Considering that
Filipino college students can also get along with their studies despite the challenges they
are encountering such as occurrence of natural disasters and setbacks, it is logical to find
out that items under the second factor is based on this concept.
Lastly, the factor concerning refusal to fail also came forward from the exploratory
factor analysis and was confirmed to be also emerging in Cagayan de Oro private
universities’ students. However, this third factor demonstrated lower mean scores value
compared to the two preceding factor: grit and positive outlook towards challenges. These
findings must be well considered because at the same time, the third factor: refusal to fail
also failed to meet the standards for factor reliability analysis. The researchers foresee this
possibility due to the fact that not all college students who acquire academic persistence do
not recognize the probability of failures. Moreover, Filipino college students recognize the
possibility of failure on the trail to success (Latumahina, 2013). This is because they do not
expect whatever thing to be easy. In relation to this, knowing how to handle failures is then
important. Not being able to achieve this may drain one’s mental energy to overcome
failures relating to one’s studies. After all, failures are basically part of success
(Latumahina, 2013).
Clearly the proposed three-factor model of College Academic Persistence is

congruent with prior researches done in the past. Grit, positive outlook towards challenges,
and refusal to fail more likely appear to be predictors of imminent academic persistence
behaviors in private universities’ college students. In other words, college students with
high values and intents in these factors will more possibly persist in their college courses.
However, due to the underlying fact that factor three (3) also possess low mean score
values, ways to further develop it must be considered. Nonetheless, the two remaining
factors (grit and positive outlook towards challenges), with grit serving as the strongest
predictor must be maintained or also advanced. To sum it up, college students who possess
academic persistence indicates having an edge to reach one’s academic goals (Dana, 2003).
Being persistent may also serve as a means to assert perseverance in the face of trials.
Indeed, a lack of persistence or those people who give up easily is one of the most vital
reasons for failure in whichever endeavour (Chien, et al., 2012).
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Conclusion
In the process of making a valid academic persistence scale, it was found out that
individuals who acquire characteristics of being persistent into their academics is having
both the cognitive (positive outlook on challenges) and behavior-motivational (inspiration
and determination) factors within them. These push them to their intention of achieving
their goals despite the challenges and obstacles that they are facing along their journey.
Thus, the gathered data provided some indication to the researchers concerning what
factors will contribute for an individual to develop such characteristics through the items
provided. Also, it presented the impact of the negation to failures in the developing
characteristic of academic persistence in an individual.
Along with the process, a statistical method which is Exploratory Factor Analysis
(EFA) helped to discover the underlying structure of a reasonably large set of data. The
examination on the factor’s score and the theme of each single item reveals the concepts of
the factors which were grit, positive outlook on challenges and refusal to failure. This
means that individuals with the characteristic of being persistent also have these three
features.
Based on each factor’s eigenvalue, it was found out that factor three is the one who
was not able to pass the reliability analysis of Cronbach alpha. This may imply that
persistent individuals may not immediately refuse to failure. Rather, they treat failures as a
challenge that motivates them to do well.
The procedure in constructing the concept and the structure of academic
persistence in the Academic Persistence Scale established an empirical support since it was
able to score two out of four in the process of Confirmatory Factor Analysis. Generally, CFA
is a statistical method used to authorize the reliability of the scale. Thus, the scale can be
used in identifying the level of academic persistence of college students which can be
defined as a voluntary continuation of a purposive action despite the occurrence of
hardships, discouragements, or failures. It is achieving one’s goals through sustaining grit,
keeping a positive thought and refusing to fail.
Recommendation
For future studies, the researchers recommend to cover items about the
contributions of external factors (e.g. family and friends) on the participants’ academic
persistence. In the Philippine context, families and friends are considered to be the
strongest support system of Filipinos when it comes to challenges and hardships (Living in
the Philippines, 2015). With this in mind, possible studies in the future can add this factor
and focus on discovering its effects on the academic persistence of college students. In
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addition, adding up items about external factors can increase the information of academic
persistence on college students especially in the Philippines.
Subsequently, this study was done at several private universities in Cagayan de Oro.
The sample was only gathered from participants within such universities. By that,
upcoming studies about academic persistence are suggested to not only dwell with private
institutions but as well as public or state universities. This can increase the scope of the
study and also as to the possibilities for innovative results.
Lastly, factor three (3) known as Refusal to Fail, has an internal consistency of .528.
Acceptable alpha values only ranges from .70 to .90, low value of alpha indicates a low
number of questions, and has a poor correlation between items which suggests that some
items should be revised or discarded (Dennick, 2011). To increase the value of the alpha, a
longer test is needed. This means, the more items the test has, the more it can increase the
alpha value especially if the scores are similar. The homogeneity of the items can boost the
alpha value. The more heterogeneous the participants who take the test, the more reliable
the measure will be.
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academic performance and perceived career options. Journal of Counseling Psychology,
33, 265–269.
Lent, R. W., Brown, S. D., Schmidt, J., Brenner, B., Lyons, H., & Treistman, D. (2003).
Relation of contextual supports and barriers to choice behavior in engineering
majors: Test of alternative social cognitive models. Journal of Counseling Psychology, 50,
458–465.
Lee, H., Flores, L., Navarro, R., & Kanagui-Muñoz, M. (n.d.). A longitudinal test of
social cognitive career theory's academic persistence model among Latino/a and White
men and women engineering students. Journal of Vocational Behavior, 95-103.
Vanthournout, G., Gijbels, D., Coertjens, L., Donche, V., & Petegem, P. (n.d.). Students'
Persistence and Academic Success in a First-Year Professional Bachelor Program: The
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Influence of Students' Learning Strategies and Academic Motivation. Education Research

International, 1-10.
Appendix A
Permission Letter to the Content Validity Expert
July 14, 2015
Mr. Voltaire Marquez, MA

Instructor, Department of Psychology
SS Building, 4th Floor
Xavier University Ateneo de Cagayan
Dear Sir Marquez,
We are 3rd year Psychology majors currently engaging in scale construction and
development on Academic Persistence. We are in the content validity phase of our scale.
With this in mind, we humbly ask for your expert advice in helping us check the content
validity of our scale. If you would kindly grant us our request, we will hand in a copy of our
questionnaire and concept paper that describes the definition of our construct on July 22,
2015.
Thank you for taking time in reading this letter. We hope to receive a positive feedback
from you.
Respectfully yours,
Page 15 of 19
Noted by:
Mrs. Jhoanna Marie Mocorro

Instructor
Appendix B
Permission Letter to the Class Instructor
August 6, 2015
Mr. Francis Ortiz

Instructor, Department of Philosophy
Xavier University Ateneo de Cagayan
Dear Sir Ortiz,
We are 3rd year Psychology students from Xavier University currently engaging in scale
construction and development on Academic Persistence. To test the validity of our scale,
we need to conduct a pilot testing. With this in mind, we humbly ask for your approval to
let us administer the said pilot testing in your Philo 30.2- YB class.
Thank you for taking the time in reading this letter. We hope for a favorable response from
you. Have a pleasant day ahead!
Respectfully yours,
Noted by:
Mrs. Jhoanna Marie Mocorro

Page 16 of 19
Instructor
Appendix C
Participant’s Informed Consent Form
I agree to participate in a survey on college students’ Academic Persistence. I understand

that my participation is entirely voluntary and will not have any bearing on my academic
performance. I understand that I can withdraw from the study at any time for any reason, and will
not be penalized for doing so. I have read and been informed about the following points:
1. The purpose of this study is to construct and develop a scale on Academic Persistence. The
benefit I may expect from the study is the opportunity to contribute to scientific research on
Academic Persistence, and to gain personal insight about my own experiences.
2. The procedure will involve completing a total of approximately 10 to 15 minutes answering a
paper-and-pencil questionnaire.
3. All of the data collected, including my profile (age, gender, number of friends, birth order,
number of past relationships, civil status, social status – student or working professional, and
educational achievement) will remain strictly confidential. Only people associated with this
study will see my data (my responses). This consent form will be detached from the
questionnaire by the researcher and will be stored separately. My data will not be associated
with my name. Instead, my name will be converted to a code number when the researcher stores
the data.
4. The researchers do not foresee any risk to me for participating in this study, nor does he expect
that I will experience any discomfort or stress.
5. I can forward any questions or concerns I have about the study to the researchers whose names
and contact information appear below.
6. Upon completion of my participation, I can request for the results, the rationale, and
expectations underlying this study.
Participant’s Name (Optional) Participant’s Signature Date Signed
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - -- - - - - - - -- - - -
Researchers Contact Information Researcher’s Signature

Abcede, Eloisa Mae 09169162906
Abdullah, Arafat 09358756367
Alonto, SittieNur-Ahlia 09278484457
Page 17 of 19
Arandil, Camille 09065802688

Jayson, Shari Angelee 09364429238
Mama, SittieAisah 09064586636
Appendix D
College Academic Persistence Scale
INSTRUCTIONS: Below is a list of statements dealing with your Academic

Persistence. Please consider each of the items and indicate your scaling with each
item by placing the appropriate number that best represents your character on the
line preceding the item. The scaling is as follows:
Never Sometimes Mostly Always
1. I strive to maintain high grades despite obstacles.

2. I strive harder after a failure with my academics.
3. I am firm in pursuing my course in order to fulfill my aspired professional career.
4. I continue to pursue my academic goals because I take pride in my course.
5. I believe that problems can reveal a person's character.
6. I believe that overcoming obstacles in my studies makes me a better person.
7. I believe failures make a person less productive.
8. I believe in my own intellectual capacity to achieve my academic goals.
9. I believe that I can pass through the obstacles in my academics.
10. I believe that sense of responsibility is important in persisting my academic
goals.
11. I believe that every student has to face trials in their academics.
12. I believe that giving in to discouragements will not lead to progress.
13. I believe that giving up on my studies means being unprogressive.
14. I persist in my academic goals because I am afraid of being judged.
Page 18 of 19
15. I face the obstacles in my academics by being resourceful.

16. I do not allow financial problems to stop me from pursuing my academic goals.
17. I treat every obstacle as a challenge.
18. I treat finishing a degree as an advantage.
19. I do not allow my problems to affect my academic performance.
20. I am determined to solve my academic problems even without support from
others.
21. I consider failures in my academics positively.
22. I keep in mind what I want to become when facing obstacles in my academics.
23. I properly assess the situation when facing obstacles in my academics.
24. I consider my strengths and weaknesses when facing obstacles in my academics.
25. I cry as a way of recovery when facing obstacles in my academics.
26. I find alternative ways to deal with the obstacles I am facing in my academics.

COMMENTS and SUGGESTIONS BOX
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Psychological Assessment I Student Research

XAVIER UNIVERSITY – ATENEO DE CAGAYAN

A Measure of College Academic Persistence: A Validation in Cagayan

Abcede, Eloisa Mae Arandil, Camille

Abdullah, Arafat Jayson, Shari Angelee

Alonto, Sittie Nur-Ahlia Mama, Sittie Aisah

Submitted: September 25, 2015

Meanwhile, cognitive variables present in academic persistence have also been

To disclose the underlying structure of a reasonably large set of variables, a

i. Phase I: Exploration of the Structure of Academic Persistence

Results of the aforementioned study confirm that academic persistence of Filipino

Secondly, positive outlook towards challenges is the second prominent factor

Clearly the proposed three-factor model of College Academic Persistence is

Dela-Cruz, R. (2015). Persistence and retention towards degree completion of BS-

Influence of Students' Learning Strategies and Academic Motivation. Education Research

Mr. Voltaire Marquez, MA

Dear Sir Marquez,

Abcede, Eloisa Mae Arandil, Camille

Abdullah, Arafat Jayson, Shari Angelee

Alonto, Sittie Nur-Ahlia Mama, Sittie Aisah

Mrs. Jhoanna Marie Mocorro

Mr. Francis Ortiz

Dear Sir Ortiz,

Abcede, Eloisa Mae Arandil, Camille

Abdullah, Arafat Jayson, Shari Angelee

Alonto, Sittie Nur-Ahlia Mama, Sittie Aisah

Mrs. Jhoanna Marie Mocorro

I agree to participate in a survey on college students’ Academic Persistence. I understand

Participant’s Name (Optional) Participant’s Signature Date Signed

Researchers Contact Information Researcher’s Signature

Arandil, Camille 09065802688

INSTRUCTIONS: Below is a list of statements dealing with your Academic

Never Sometimes Mostly Always

1. I strive to maintain high grades despite obstacles.

15. I face the obstacles in my academics by being resourceful.

COMMENTS and SUGGESTIONS BOX

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