Age-related changes in perseverance and stability of interests among adolescents in online and offline learning
DOI:
https://doi.org/10.33910/2686-9527-2025-7-4-442-453Keywords:
adolescents, online education, offline education, motivation, perseverance, stability of interests, age-related changes, learning, GRITAbstract
Introduction. This article examines age-related changes in perseverance and stability of interests among adolescents within online and offline learning contexts. The relevance of the research lies in understanding how educational environments influence the development of personal characteristics that support academic achievement. Online learning requires greater self-regulation and motivation, whereas traditional educational settings foster stable interests through social interaction. Despite the widespread integration of digital technologies in education, differences in perseverance and stability of interests among adolescents across learning formats remain insufficiently studied.
Materials and Methods. The study involved 1,490 school students aged 10 to 18 years (M = 14.2 ± 1.7 years), comprising 33.2% males (n = 494) and 66.8% females (n = 996). Participants were divided into two groups: 616 students engaged in online learning (41.3%), and 874 in offline learning (58.7%). Age groups were defined as 10–13 years (n = 464), 14–15 years (n = 665), and 16–18 years (n = 361). Perseverance and stability of interests were assessed using the Russian version of the GRIT scale. Data were analyzed using multivariate analysis of variance to evaluate the effects of age and learning format.
Results. Perseverance increased significantly with age (F(2, 1490) = 5.70; p = 0.003), indicating the development of self-regulation and goal-setting abilities. Stability of interests was higher among adolescents in offline learning (F(1, 1490) = 28.48; p < 0.001), confirming the importance of social interaction and structured educational settings. The interaction between age and learning format was also statistically significant (F(2, 1490) = 4.32; p = 0.01), although no significant age-related differences were observed in stability of interests.
Conclusions. The findings highlight the importance of the educational environment in shaping adolescents’ personal characteristics. Offline learning supports stability of interests through social interactions and teacher engagement, whereas online learning relies more on internal motivation and self-regulation. Future research should explore pedagogical strategies that enhance perseverance and stability of interests in digital learning environments.
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