Does Self-control Outdo IQ in Predicting Academic Performance?
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| Title: | Does Self-control Outdo IQ in Predicting Academic Performance? |
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| Authors: | Vazsonyi, Alexander T.1 (AUTHOR) vazsonyi@uky.edu, Javakhishvili, Magda2 (AUTHOR), Blatny, Marek3 (AUTHOR) |
| Source: | Journal of Youth & Adolescence. Mar2022, Vol. 51 Issue 3, p499-508. 10p. 2 Diagrams, 3 Charts, 1 Graph. |
| Subject Terms: | *Academic achievement, *Intelligence levels, *Adolescent psychology, *Education of teenagers, *Child development, *Intellect, *Longitudinal method, Self-control in adolescence, Self-management (Psychology), Socioeconomic factors, Descriptive statistics, Research funding |
| Geographic Terms: | Brno (Czech Republic) |
| Abstract: | Duckworth and Seligman's seminal work found that self-discipline (self-control) was more salient for academic achievement than intelligence. Very little replication work exists, including in different cultures; the current study addressed these gaps. Data were collected from 6th and 7th grade cohorts of early adolescents (N = 589; age: Mean = 12.34 years, and SD = 0.89; 58% female) over two years. The study tested whether self-control was a stronger predictor than intelligence in explaining academic performance two years later as well as in explaining developmental changes over the course of two years. Path analyses provided evidence that both self-control and intelligence longitudinally predicted teacher-reported academic competence as well as school-reported grades; however, intelligence was a significantly stronger predictor than self-control. In addition, only intelligence predicted developmental changes in each measure of academic performance over time, self-control did not. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Youth & Adolescence is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Duckworth and Seligman's seminal work found that self-discipline (self-control) was more salient for academic achievement than intelligence. Very little replication work exists, including in different cultures; the current study addressed these gaps. Data were collected from 6th and 7th grade cohorts of early adolescents (N = 589; age: Mean = 12.34 years, and SD = 0.89; 58% female) over two years. The study tested whether self-control was a stronger predictor than intelligence in explaining academic performance two years later as well as in explaining developmental changes over the course of two years. Path analyses provided evidence that both self-control and intelligence longitudinally predicted teacher-reported academic competence as well as school-reported grades; however, intelligence was a significantly stronger predictor than self-control. In addition, only intelligence predicted developmental changes in each measure of academic performance over time, self-control did not. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00472891 |
| DOI: | 10.1007/s10964-021-01539-4 |
