Exploring Factors Impacting Motivational Persistence Among IBDP Students in Korea

This study examined relationships among IBDP students’ perceptions of teaching and learning, self-efficacy of learning and performance (SELP), cognitive (CS), metacognitive (MS), and resource management strategies, and emotional experiences (EE), and their impact on motivational persistence (MP). 51 local secondary school students (22 IBDP and 29 non-IBDP) attending a newly accredited IBO school in South Korea completed an online survey in the fall of 2024. Significant differences were found between the two groups. Each variable was higher for IBDP students, and for IBDP students, gender was found to significantly moderate perceptions of instructor organisation. Instructor warmth and openness and technology integration positively enhanced IBDP students’ MP, whereas high levels of participation encouragement negatively affected it. Moreover, self-regulation fully mediated the effect of SELP on MP, suggesting this MS plays a key role for IBDP students. Additionally, for IBDP students, EE was found to moderate the relationship between CS and MP. Practical implications are suggested, such as changes to pedagogy to ensure motivationally sustained persistence.