Self-discipline outdoes IQ in predicting academic performance of adolescents
Self-discipline outdoes IQ in predicting academic performance of adolescents
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DOI：
10.1111/j.1467-9280.2005.01641.x
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发表时间：
2005-12-01
影响因子：
8.2
通讯作者：
Seligman, MEP
中科院分区：
文献类型：
--
作者：
Duckworth, AL;Seligman, MEP
在一项针对 140 名八年级学生的纵向研究中，通过秋季的自我报告、家长报告、教师报告和金钱选择问卷来衡量自律程度，预测了最终成绩、出勤率、标准化成绩测试分数以及明年春季进入竞争性高中项目的情况。在对 164 名八年级学生进行的重复实验中，添加了行为延迟满足任务、学习习惯调查问卷和小组智商测试。秋季测量的自律在期末成绩、高中选择、入学率、做作业的时间、看电视的时间（相反）以及学生开始做作业的时间方面所造成的差异是智商的两倍多。即使控制了第一评分期成绩、成绩测试分数和测量的智商，自律对最终成绩的影响仍然存在。这些发现表明，学生未能发挥智力潜力的一个主要原因是：他们未能实行自律。
In a longitudinal study of 140 eighth-grade students, self-discipline measured by self-report, parent report, teacher report, and monetary choice questionnaires in the fall predicted final grades, school attendance, standardized achievement-test scores, and selection into a competitive high school program the following spring. In a replication with 164 eighth graders, a behavioral delay-of-gratification task, a questionnaire on study habits, and a group-administered IQ test were added. Self-discipline measured in the fall accounted for more than twice as much variance as IQ in final grades, high school selection, school attendance, hours spent doing homework, hours spent watching television (inversely), and the time of day students began their homework. The effect of self-discipline on final grades held even when controlling for first-marking-period grades, achievement-test scores, and measured IQ. These findings suggest a major reason for students falling short of their intellectual potential: their failure to exercise self-discipline.