Initial task failure represents an important psychological event that can influence motivation, confidence, and subsequent behavioural responses. Individuals do not respond to failure in the same manner; some increase their effort and persistence, whereas others reduce engagement or withdraw from challenging tasks. The type and quality of feedback provided after failure may play an important role in determining whether individuals interpret failure as a learning opportunity or as evidence of limited ability. The present Achievement Motivation Research Article examines the relationship between feedback specificity and persistence following initial task failure. The study explores how specific, constructive feedback influences continued task engagement, effort investment, and performance recovery after unsuccessful task completion. The proposed framework considers feedback specificity as a motivational factor that shapes self-evaluation processes and achievement-oriented behaviour. The research focuses on behavioural indicators including additional task attempts, persistence duration, improvement efforts, and goal commitment. The proposed analysis suggests that individuals receiving specific improvement-oriented feedback may demonstrate stronger persistence because they obtain clearer information about performance weaknesses and possible improvement strategies. This study contributes to achievement motivation research by integrating feedback processing with failure recovery behaviour. Understanding how feedback characteristics influence persistence after failure may provide valuable insights for educational environments, workplace learning, skill development, and performance improvement contexts.