GRASP
The role of persistence in HDR success
March 4th, 2026, by
This post is the second in a series of three looking at the role of motivation, persistence and resilience in HDR success. It focuses on persistence, and draws on ideas from Vincent Tinto’s work on the role of student integration, Angela Duckworth’s research on grit, and a paper by Spaulding and Rockinson-Szapkiw on doctoral persistence.
What is persistence?
Persistence refers to sustained effort towards a long-term goal despite challenges, delays or setbacks, and “doctoral persistence” refers to a student’s ongoing progress towards completing their HDR in particular. It is what keeps students progressing throughout the long process, and can be thought of as the bridge between the motivation to begin and the resilience needed to respond to setbacks.
The importance of persistence
Persistence is particularly important in HDR study given the length, complexity and demands of the research journey. Balancing work and family commitments can make it difficult to find time for research, often resulting in longer completion times, sacrifices of family time, sleep, hobbies or work, or a combination of these - and usually accompanied by some degree of guilt. Life events such as births, deaths and illness can make progress even harder, as can the range of challenges the degree itself brings - from choosing a topic and supervisor, to learning new skills, conducting the analysis and managing the writing process.
What influences persistence?
Research shows that doctoral persistence is influenced by both student factors (such as demographics; personal attributes like motivation, personality and learning style; responsibilities outside study; and coping skills) and institutional factors (including program type, structure, and students’ expectations). These factors interact to shape how well students are integrated into their university academically and socially, which, according to Tinto’s student integration theory, is key to developing persistence. In particular, Tinto describes how students who interact more with their peers and faculty, and feel valued as members of their institution, are more likely to persist.
The role of grit in persistence
A concept closely related to persistence is grit - defined as the perseverance and passion for long-term goals. It essentially adds an extra layer to persistence, combining it with sustained interest and commitment to a goal. For HDR students, grit is what helps maintain focus on completing the entire degree, even when progress is slow or setbacks occur. In addition, research shows that grit can be just as important as ability in predicting high achievement, as it helps students push through challenges that intelligence or talent alone might not overcome.
Tips for sustaining persistence
Staying persistent throughout your HDR degree can be easier said than done. If you are finding it difficult, you might find some of the following tips helpful:
- Clarify your personal motivations for continuing with and completing your HDR, so you have reasons to persist when challenges arise.
- Have regular conversations with your family and friends, both about the ways they might be able to support you, and the ways you can ensure you balance personal responsibilities with HDR commitments.
- Set realistic goals and allocate regular time to complete them - attending events such as the Library’s Thesis Bootcamps and Shut Up and Work sessions can help with this.
- Make the most of opportunities to feel connected at Curtin, both academically and socially – attending the aforementioned events, as well as others including Find Your Tribe and Thesis Fest, can help with this.
Sources used
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and Passion for Long-Term Goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Spaulding, L. S., & Rockinson-Szapkiw, A. (2012). Hearing their Voices: Factors Doctoral Candidates Attribute to their Persistence. International Journal of Doctoral Studies, 7, 199–219. https://doi.org/10.28945/1589
Tinto, V. (1997). Classrooms as Communities: Exploring the Educational Character of Student Persistence. The Journal of Higher Education (Columbus), 68(6), 599. https://doi.org/10.2307/2959965
Tinto, V. (1998). Colleges as Communities: Taking Research on Student Persistence Seriously. Review of Higher Education, 21(2), 167–177. https://doi.org/10.1353/rhe.1998.a30046
Please make any anonymous comments/ feedback, or suggestions for further posts at this link. If you would like to get in touch, or write a post for the Ideas Hub blog, please email karen.miller@curtin.edu.au.