This paper presents a new perspective on persistence and how it relates to passion and outcomes in the field of education. Based on the Dualistic Model of Passion (Vallerand, 2015), we propose the existence of two types of persistence – flexible and rigid that are specific to the activity one is passionate about. Flexible persistence takes origin in harmonious passion and entails pursuing activity goals with an open and broad focus that allows reaching the desired activity goals and outcomes while also attaining other life outcomes. Conversely, rigid persistence takes root mostly in obsessive passion and entails pursuing activity goals with a narrower focus that facilitates reaching some activity goals and outcomes, but not other benefits in life, generally. Results from two cross-sectional studies conducted with postsecondary science students (Study 1, N = 591 and Study 2, N = 198) provided support for this new perspective on persistence. Both types of persistence mediated the relationship between passion for science and academic performance (Studies 1 and 2), which in turn led to intentions to pursue in a scientific field at university (Study 1) and actual applications in STEM (Science, Technology, Engineering, & Mathematics) university programs (Study 2). Additionally, students who persisted flexibly also experienced positive outcomes outside of the school environment in both studies. Theoretical and practical implications of academic persistence are discussed within the perspective of the DMP.

本文提出了一个关于坚持的新视角，以及它与教育领域的热情和成果的关系。基于激情的二元模型（Vallerand，2015 年），我们提出存在两种类型的持久性——灵活和刚性，它们特定于一种热情的活动。灵活的坚持源于和谐的激情，需要以开放和广泛的焦点追求活动目标，以实现预期的活动目标和结果，同时也实现其他生活成果。相反，严格的坚持主要植根于痴迷的激情，并需要以较窄的焦点追求活动目标，以促进实现某些活动目标和结果，但通常不会带来生活中的其他好处。N  = 591 和研究 2，N  = 198）为这种关于持久性的新观点提供了支持。两种类型的坚持都调节了对科学的热情与学业成绩（研究 1 和 2）之间的关系，这反过来又导致了在大学科学领域（研究 1）追求的意图和在 STEM（科学、技术、工程）中的实际应用, & 数学）大学课程（研究 2）。此外，在两项研究中，灵活坚持的学生在校外环境中也取得了积极的成果。从 DMP 的角度讨论了学术坚持的理论和实践意义。