The Influence of Perseverance, Parental Support, and Students’ Conscientiousness in Learning on the Learning Outcomes

Abstract

This study examines the influence of perseverance, parental support, and students’ conscientiousness/accuracy on the learning outcomes of English Education students in the 2024 cohort. Learning outcomes in higher education, particularly in teacher-training programs, are shaped by a combination of internal and external factors, including motivation, resilience, family involvement, and self-regulated learning behaviors. However, previous studies have tended to investigate these variables separately, leaving a gap in understanding how they jointly predict academic achievement in English Education programs. Therefore, this study aims to determine the extent to which perseverance, parental support, and accuracy contribute to students’ academic performance. This research employed a quantitative descriptive method involving 46 students selected through simple random sampling from a population of 52. Data were collected using Likert-scale questionnaires and an achievement test, and analyzed through validity and reliability testing, normality testing, and multiple linear regression. The results show that perseverance and conscientiousness/accuracy have positive influences on learning outcomes, with accuracy emerging as the strongest predictor. Conversely, parental support demonstrates a negative relationship with learning outcomes, suggesting that excessive involvement may hinder students’ autonomy and intrinsic motivation at the university level. Overall, the findings highlight the dominant role of internal non-cognitive factors in determining academic success. The study concludes that strengthening perseverance and conscientious learning behaviors is essential for improving students’ learning outcomes and readiness as future English teachers.