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Social class and educational achievements
Emotional intelligence is a significant role player in academic success
Social class and educational achievements
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Recommended: Social class and educational achievements
Sydney Columbus
Kristel Behrend
AP Seminar
23 November 2015
Intelligence and Success The theory of successful intelligence developed and tested by Robert Sternberg attempts to predict success in life across analytical, creative, and practical dimensions (Kaufman and Singer 3251). “Your intelligence affects how successful you are. Some of the most successful people in different fields such as science, art, business, and entertainment are extremely bright” (Cherry). Social status, intelligence quotient, emotional intelligence, professional hierarchy and wealth all contribute to success. One suggestion is that there should be an overall test for measuring one’s intelligence. Also, a test for not only the brain, but a test for one’s intellect.
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“If your family is moneyed and influential, there 's a better chance that you know, or can get an introduction to, the kinds of moneyed and influential people who can give you a great start. The right connections can give you great advice, and introduce you to successful people in your field who can provide insider tips and even to potential customers. If you don 't have those kinds of connections, you 're two steps behind before you even get started” (Zetlin“Do You Need a Wealthy Background to Be a Successful Entrepreneur?”). Successful people are also usually more productive and satisfied with their jobs, thus creating positive feelings of self worth, pride and contentment (Horton“Money vs. Success”). One may have more possibilities and opportunities if one’s family is wealthy. “The most common trait among entrepreneurs is access to financial capital. No wonder. It costs an average $30,000 to start a company and the vast majority of start-up funding comes from personal assets and investments by family or friends. In addition to start-up costs, founders have to run their ventures for some time without drawing a salary. So it 's easy to see how having a substantial bank account, wealthy friends or relatives who are willing to bet on you, and maybe a family or spouse who 'll support you for a while makes starting a business much more feasible” (“Do You Need a Wealthy Background to Be a …show more content…
Students go to preschool, elementary, middle and high for years to then later go to college. “Research describes emotional intelligence as being the basis of academics” (Mayer 164). Being stable in high school years can determine how well a person may do in college. In a recent study, “2.5% of students report feeling 'very unhappy ' and 11.6% of students report feeling 'not quite happy ' in their day-to-day life. This study sets the groundwork for a means to improve overall student happiness in future years. Noting that self-esteem, academic success and financial security accounted for 47% of student happiness, further research could be conducted on other potential determinants of student happiness in order to provide a more comprehensive model of what is important when trying to explain, and predict future happiness” (Flynn
Even after the competitive race to get into desirable colleges has subsided, students are still finding themselves relying on the pressures of success to motivate them and push them forward. In Barbara Ehrenreich’s article “Bright-Sided”, Ehrenreich explains a mindset shared by those in the market economy that is also internalized by students in college and even workers in the workforce, “If optimism is key to material success, and if you can achieve an optimistic outlook through the discipline of positive thinking, then there is no excuse for failure” (Ehrenreich 538). Through Ehrenreich’s proposed positive thinking concept, the stress and pressures that young adults place on themselves are self-imposed and intertwined with their logic and reasoning, but those pressures are initially driven into their mindset by society. People in current society are brought up to believe that they as individuals must take responsibility for their own success; students think that if they use positive thinking, they will get exactly where they want to be, and if they fail, it is because they did not work hard enough. It is exactly this ideology that leads to students presenting “signs of depression, anxiety, and suicide ideation” (Alicia Kruisselbrink Flatt, The College
The Bell Curve is a book originally published in 1994. It was written by Richard Herrnstein and Charles Murray to explain the variations of intelligence in American Society. They accomplished this by using statistical analysis, for the purpose of raising warnings regarding the consequences of the intelligence gap. This was also made to propose a national social policy with the goal of mitigating bad consequences that have been attributed to this intelligence gap. Much of the information is widely considered controversial. An example of this is the low African-American scores compared to whites and Asians, and genetic factors in intelligence abilities. The introduction of the book starts with a brief history of intelligence theory and recent developments in intelligence thought and testing. The author creates six assumptions that has to do with the validity of the “classical” cognitive testing techniques.
General intelligence tends to relate to various degrees with each other (Cohen 2012). An example of this is that if an individual is good in math, they may also be good in spelling. In this weeks reading we reviewed several different models of measurement of intelligence. In regard to these theories and general intelligence (g), the theories are various but have commonality and overlap. The Spearman's two-factor theory is if a test has high correlation with other test than the measurement of g is highly saturated (Cohen, 2012). The greater the importance of g on a test, the better the test is believed to predict intelligence
According to Howard Gardner (1991), every individual is born with a certain intelligence or potential intelligence. It is unfair to teach and/or assess an individual with a standard guideline or benchmark. This is mainly because every individual possess a different intellectual strength and different kinds of mind that learn, perform and understand in a different ways which is difficult to be changed. If an individual cannot understand the way we communicate, we should communicate in the way they can understand. Howard Gardner (1983), in his Multiple Intelligence Theory, proposes that human intelligence has seven dimensions that should be acknowledged and developed by the encouragement of learning and self-development and
The author argues that certain decision leads to vast amount of untapped human potential and limits success to few who are selected unjustly. This example supports “Mathews Effect”. The Gladwell’s example of Bill Gates proves the “10,000 Hour Rule”, He explained that the timing and opportunity played a huge role to become an expert at computer programming. Bill Gates had access to computers decades before computers became mainstream. Such a timing helped him capture the opportunity to master the tool of trade and put him in the perfect position to start Microsoft. The Gladwell’s example of experiment by Lewis Terman, He argues about that a person’s IQ have a limited control over success. He claims that there is a minimal difference in the levels of success attained by those with IQs between 125 and 170. The author adds that IQ cannot efficiently measure person’s creativity. A person who has a high IQ does not mean that it has a high chance of winning a Nobel Prize because other kind of intelligence matter too. With the help of these facts, Gladwell proves that the relationship between IQ and success is
It seems as though the majority of college students these days aren’t looking to further their education because it’s what they really want, they do it to please their parents, to be accepted by society, or because there’s nothing else for them to do (Bird, 372). These expectations have led to students being unhappy and stressed, and have pushed them into a school or a job that they don’t particularly care for.
Intelligence tests have been developed by scientists as a tool to categorize army recruits or analyze school children. But still discussing what intelligence is, academics have a difficult time defining what intelligence tests should measure. According to the American researcher Thorndike, intelligence is only that what intelligence tests claim it is (Comer, Gould, & Furnham, 2013). Thus, depending on what is being researched in the test and depending on the scientist’s definition of intelligence the meaning of the word intelligence may vary a lot. This essay will discuss what intelligence is in order to be able to understand the intelligence theories and aims of intelligence tests.
In this world, there are many different individuals who are not only different in demographics but also different neurologically. Due to an immense amount of people it is important to first understand each individual, in order, to better understand them and to help them when it comes to certain areas such as education, the work force, and etc…. For this reason psychologists have aimed to further understand individuals through the use of psychological assessments. This paper aims to examine a particular assessment tool, the Stanford-Binet Intelligence Scales (Fifth Edition), which measures both intelligence and cognitive abilities (Roid, 2003). This assessment is usually administered by psychologists and the scores are most often used to determine placement in academics and services allotted to children and adolescents (despite their compatibility for adults) (Wilson & Gilmore, 2012). Furthermore before the investigation dives into the particulars of the test, such as its strengths and weakness’, it is best to first learn more about the intelligence scales general characteristics.
Most researchers believe that we are born with a certain intelligence or potential intelligence. They also believe that the intelligence we are born with is difficult to change. Psychologists use short-answer tests to assess one’s intelligence (Gardner papers). It was believed that intelligence was a single inherited thing. Human beings start out initially as a blank slate and could be trained to learn anything, provided that it was presented in an appropriate way (Multiple Intelligences and Education). Currently an “increasing number of researchers believe the opposite. Gardner defined intelligence as: “the ability to create an effective product or offer a service that is valued in culture; a set ...
Can intelligence be measured? Does an IQ test actually measure a person’s intelligence? Does a high score indicate a genius? Does a low score indicate stupidity or merely ignorance? These questions have been asked over and over again by psychiatrists and scientists alike, but to date there are no clear answers. These questions cannot be answered without first defining what is meant by the term intelligence. Once intelligence has been defined then it should be easy to answer these questions; however, multiple definitions of the word tend to lead to further confusion.
On the ‘nature’ side of the debate is the psychometric approach, considered to be the most dominant in the study of intelligence, which “inspired the most research and attracted the most attention” (Neisser et al. 1996, p. 77). It argues that there is one general (‘g’) factor which accounts for intelligence. In the 1880s, Francis Galton conducted many tests (measuring reaction times to cognitive tasks), (Boundless 2013), in order to scientifically measure intelligence. These tests were linked to the eugenic breeding programme, which aimed to eliminate biologically inferior people from society. Galton believed that as intelligence was inherited, social class or position were significant indicators of intelligence. If an individual was of high social standing, they would be more intelligent than those of a lower position. However he failed to show any consistency across the tests for this hypothesis, weakening his theory that social class correlated with intelligence. Nevertheless, his creation of the intelligence test led many to continue to develop...
Visser, B. A., Ashton, M. C., & Vernon, P. A. (2006). g and the measurement of multiple intelligences: A response to Gardner. Intelligence, 34(5), 507-510.
Having a good life depends on if you are truly happy with what you have become or with what you are becoming. Some people don’t want to attend college, and instead find careers that they are perfectly content with and that do not involve a college degree. Happiness and intelligence should be measured by the way a person can respond to the dilemmas that occur day-to-day. Students are made to believe that they are not good enough because their grades are less than stellar. Schools are too focused on getting funding from the government to care about the aspirations of students who do want to follow the path to college.
Academic success is becoming increasingly important in today’s society because most occupations now require a degree of some kind before a job applicant will even be considered. For that reason, academic performance has a considerable impact on a student’s life and whether or not he or she is able to accomplish future career goals. There are many factors that can influence academic performance of a college student, including student personality traits and life circumstances. Life circumstances are sometimes out of a student’s control, but if a student was able to recognize a quality of his or her personality that was inhibiting academic performance, then he or she could possibly make an effort to
Robert Sternberg’s triarchic theory of intelligence argues intelligence is not just analytical but, a combination of three factors of human ability: analytical, creative, and practical. Analytical intelligence focuses on the ability to acquire knowledge allowing us to learn new processes, solve problems, and perform tasks. Creative intelligence focuses on gaining insight, developing and applying new ideas, adapting creatively to new tasks and, responding effectively in new situations. Practical intelligence focuses on the ability to develop solutions to practical and personal problems confronted in everyday life.