Introduction
This essay explores the distinction between stubbornness and persistence, drawing on personal experiences to illustrate how these traits manifest in academic pursuits, particularly in the field of economics. Stubbornness often implies a rigid refusal to adapt, potentially leading to repeated failures without growth, whereas persistence involves resilient effort driven by intrinsic motivation, fostering long-term success (Dweck, 2006). Using hypothetical and personal examples—such as failing a driving test multiple times and my ongoing commitment to basketball despite evident limitations—I argue that true persistence, rooted in genuine passion, contributes to academic and professional achievements in economics. This reflection is framed from my perspective as an economics student, connecting these traits to economic concepts like human capital investment and decision-making under uncertainty. The essay examines these ideas through structured sections, supported by academic evidence, and concludes with implications for studying economics.
Defining Stubbornness and Persistence in Personal Contexts
Stubbornness and persistence are often conflated, yet they differ fundamentally in intent and outcome. Stubbornness can be seen as an unyielding attachment to a course of action without reflection, leading to inefficiency or harm. For instance, consider a hypothetical individual who fails their driving test four times but refuses to seek additional instruction or adapt their approach; this might exemplify stubbornness, as it prioritises ego over improvement (Baumeister and Tierney, 2011). In contrast, persistence involves adaptive effort towards a valued goal, even amid setbacks.
From my experience as an economics student, this distinction resonates personally through my involvement in basketball. At 5’8″, unathletic, self-taught, and occasionally labelled a ‘ball hog’, I am objectively ill-suited to the sport. My height disadvantages me in a game favouring taller players, and my lack of formal training results in poor form and team dynamics issues, sometimes leading to exclusion from pickup games. Despite these challenges, I persist because the intrinsic joy of playing outweighs the failures. This aligns with Deci and Ryan’s Self-Determination Theory, which posits that intrinsic motivation—pursuing activities for inherent satisfaction rather than external rewards—drives sustained engagement (Deci and Ryan, 2000). In economic terms, this reflects rational choice theory, where individuals weigh costs (e.g., embarrassment, physical effort) against benefits (e.g., personal fulfilment), continuing if the net utility is positive (Becker, 1993). My basketball experience demonstrates persistence, not stubbornness, as I adapt by practising alone to improve, gradually earning team trust through consistency rather than innate talent.
Applying Persistence to Academic Success in Economics
Persistence, when intrinsically motivated, directly contributes to success in demanding fields like economics, where initial setbacks are common. I earned a C in my economics course, a grade that might deter many, yet I chose to pursue the subject further. Economics captivates me due to its explanation of real-world phenomena—money flows, resource allocation, and human behaviour under scarcity—which define modern society. The euphoria of grasping a concept, such as how supply and demand dynamics influence daily events, mirrors the rare thrill of sinking a three-pointer in basketball despite my limitations. Both scenarios involve pursuing something without natural aptitude, driven by moments of connection that make the struggle rewarding.
This ties into economic theories of human capital, where investment in skills through persistent effort yields long-term returns, even if short-term outcomes are suboptimal (Schultz, 1961). For example, persisting in economics despite a C grade represents an investment in knowledge that enhances decision-making abilities, much like continuing basketball hones resilience and strategic thinking under pressure. Research shows that students with high intrinsic motivation in subjects like economics perform better over time, as they engage more deeply with complex problems (Vallerand et al., 1992). However, a critical limitation is that persistence can border on stubbornness if not balanced with self-assessment; in economics, this might mean ignoring alternative career paths, potentially leading to opportunity costs. Nonetheless, my approach—focusing on intrinsic rewards—has fostered a mindset where I commit fully to valued pursuits, contributing to academic growth. This is evident in group projects, where my basketball-learned lessons on earning trust through reliability have improved collaborative outcomes, reflecting workplace dynamics in economic sectors.
Challenges and Broader Implications
While persistence offers clear benefits, it is not without challenges. In economics, the field’s rigor— involving mathematical models and abstract theories—can amplify feelings of inadequacy, similar to my basketball struggles. Yet, overcoming these through sustained effort builds character, aligning with growth mindset principles that emphasise learning from failure (Dweck, 2006). Arguably, this trait is vital in economics, where real-world applications often require adapting to imperfect information and uncertainty, as seen in behavioural economics studies (Kahneman, 2011).
A key implication is that universities value students with intrinsic motivation, as they are more likely to persist through challenges without relying solely on external validation like grades. My experiences suggest that fostering persistence over stubbornness can lead to innovative problem-solving in economics, such as analysing market failures with fresh perspectives.
Conclusion
In summary, distinguishing stubbornness from persistence is crucial for personal and academic development, as illustrated by examples like repeated driving test failures and my basketball commitment. Persistence, driven by intrinsic motivation, has enabled me to pursue economics despite setbacks, yielding satisfaction akin to rare successes on the court. This quality enhances human capital investment and decision-making skills, essential in economics (Schultz, 1961; Becker, 1993). Ultimately, it underscores a broader lesson: commitment to passions, regardless of natural talent, fosters resilience and success. For economics students, embracing this mindset can transform challenges into opportunities, promoting deeper engagement with the discipline’s complexities. However, balancing persistence with adaptability is key to avoiding stubborn pitfalls, ensuring sustainable progress.
References
- Baumeister, R.F. and Tierney, J. (2011) Willpower: Rediscovering the greatest human strength. Penguin Press.
- Becker, G.S. (1993) Human capital: A theoretical and empirical analysis, with special reference to education. 3rd edn. University of Chicago Press.
- Deci, E.L. and Ryan, R.M. (2000) ‘The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior’, Psychological Inquiry, 11(4), pp. 227-268.
- Dweck, C.S. (2006) Mindset: The new psychology of success. Random House.
- Kahneman, D. (2011) Thinking, fast and slow. Farrar, Straus and Giroux.
- Schultz, T.W. (1961) ‘Investment in human capital’, The American Economic Review, 51(1), pp. 1-17.
- Vallerand, R.J., Pelletier, L.G., Blais, M.R., Briere, N.M., Senecal, C. and Vallieres, E.F. (1992) ‘The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education’, Educational and Psychological Measurement, 52(4), pp. 1003-1017.
