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The Significance of Grit: A Conversation with Angela Lee Duckworth Deborah Perkins-Gough People who can set long-term goals and stick to them have a l...
The Correlation of Personality Traits and Academic Performance
The Significance of Grit: A Conversation with Angela Lee Duckworth Deborah Perkins-Gough People who can set long-term goals and stick to them have a l...
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In pages 49-104 of How Children Succeed, Tough continues to assert on the importance of non-cognitive abilities as predictors to success. He explicates on the role of motivation and grit, and how these character traits will lead to academic success. Throughout the readings, Tough introduces and substantiates his assertions with the studies of the M&M experiment, coding- speed test, and Duckworth’s Grit Scale. While I do agree with Tough analysis for the significance and positive outcomes associated with motivation and grit, I do not in particular agree with his conclusions on the M&M experiment. In essence, I agree with Tough that development in character is crucial for short and long term success. However, I also believe his argument to lean towards the theoretical aspect, and does not provide the reader the tools for a heuristic approach to modify or refine the listed traits. …show more content…
For instance, Tough elaborates on the results of the experiment, by which he writes, “ What was the real IQ of an average “low-IQ” student? Was it 79 or 97? You’re supposed to try hard on IQ tests, and when the low-IQ kids had the M&M’s to motivate them, they tried hard … they must have already possessed it. So in fact, they weren’t low-IQ at all. Their IQ were about average” (Tough 69). His commentary on the study provides insight on the role of motivation and how it can be seen as an incentive to succeed. He argues that those who scored poorly on the IQ test had average IQ in actuality. The fluctuation in test scores were achieved when M&Ms were provided as an award incentive; thus cognitive abilities can be affected by motivation. While I do find it intriguing in Tough’s inquiry on
In this article Emily Hanford is taking information from Angela Duckworth’s findings on the research of ‘grit’. Hanford quotes Angela Duckworth definition of ‘grit’ as , “‘sticking with things over the very long term until you master them.’” (qtd. in E. Hanford 1). Hanford also quotes Duckworth’s article to then explain that the, “‘ gritty individual approaches achievement as a marathon; his or her advantage is stamina.’” (qtd. in E. Hanford 1). Hanford is thus explaining that grit is like perseverance; that a person who works hard can achieve as much as a person who has intelligence. By explaining to students that achieving in school is not just intelligence but also grit as well, it can make students realize that if they persevere in their studies they can make achievements just as a person with more
In Unequal Childhoods: Class, Race, and Family Life, Annette Lareau discussed the extensive amount of research she conducted employing observational and interview techniques. She collected data on the middle class, working class, and poor families. She was trying to understand the impact of a child’s early parental guidance on the child’s life. She was able to conduct this research with 12 families, all of whom had fourth graders. She gathered enough information to conclude the major differences in the parenting styles of each type of family, which was directly correlated to socioeconomic status. Annette Lareau opens her book with two chapters to give the reader an idea on what the examples she gives will detail.
statement, “Really? No antipoverty tool- presumably including Medicaid and public housing- is more valuable than an effort to train poor kids to persist at whatever they’re told to do” (par.23). As this is Kohn’s only response to Tough, it requires more than sarcastic questioning to deliver a clear message on his own thoughts. Kohn comes off a bit non-academic. As authors Pedro A. Noguera and Anindya Kundu explain in their article “Why Students Need More Than ‘Grit’”, that this concept of grit is forgetting about other components that can affect academic achievement.
In “The Matthew Effect”, Canadian journalist and author Malcolm Gladwell claims that circumstances determine who is and isn’t successful. In “Mind-sets and Equitable Education”, Stanford psychology professor Carol Dweck argues that those with growth mindsets are more eligible to obtain and experience success than those with fixed mindsets. Although these texts may seem to contradict one another, they are actually similar in many ways.Gladwell’s and Dweck’s texts may differ in the sense that one regards to the circumstances leading to success, meanwhile the other claims that believing in oneself can lead to success, but are quite similar due to the fact that circumstances could help motivate and encourage one to accomplish their goals.
Success in life is related to the achievement of individual goals, short and long term. Success has historically been related to the measurable cognitive functions such as IQ and talent. However in more modern time’s there has been a shift towards the idea that developmental non-cognitive factors, such as grit and self-control, may have an impact on the level of success that an individual achieves. Non-cognitive factors such as grit and self-control are somewhat related but also distinct from one another, they may have an important connection to levels of success throughout the stages of life from childhood to adulthood.
Tough explains their analysis and conclusions, by which he reiterates, “… high school grades reveal much more than mastery of content. They reveal qualities of motivation and perseverance - as well as the presence of good study habits and time management skills - that tell us a great deal about the chances that a student with complete a college program” (Tough 153). As apparent in the above text, non-cognitive abilities such as motivation and perseverance are key predictors to the completion of a college degree. In essence, the researchers suggest that the increase in college dropouts is associated with an absence of these character
My life story began when I was born on June 18, 1990 in the United States. Lived in the U.S.A for about two years and my parents decided to go back to their county and continue living there due to their business. But after 10 years living in Egypt my parents again decided to come to the U.S. for a better future for my siblings and I. However I was blessed to be in a family of Christian. Throughout 10 years being in a Muslim country was something completely different than being in the United States. At the time neither me nor my parents were feeling weird about it because my parents brought me up in churches and placed us in Christian schools that were very stricked about our behaviors and living the Godly life. But in general just never had a problem living in Egypt, I loved everyone around me and didn’t have any problems at all being around different types of religions.
There are many crucial elements college students must have in order to obtain success. The most valuable aspect of self-improvement for a college student to have starts with grit. Grit can be obtained through keeping one’s goals in mind, sticking to a schedule, and staying resilient to animosity. Grit is defined as using perseverance and passion for the goals one has. Someone with grit has courage, resolve and a strong character. Try to picture a person clenching their teeth while faced with a difficult tack, yet they conquer it anyway.
In dealing with a generation that has become increasingly motivated by instant gratification, grit has been brought to the forefront of desirable character traits. Duckworth mentions, “grit is the single trait in our complex and wavering nature which accounts for success; grit is the strong current of will that flows through genetic inheritance and the existential muddle of temperament, choice, contingency-everything that makes life, life”. As Duckworth previously stated, grit is different for each child and relies on the traits they are given. Your temperament, willingness, and motivation are chosen for you, but can be practiced upon. If the concept of grit was taught in schools, it would show tremendous academic progress and help develop a strong mindset for all students. Students who are dedicated to the long-term goals they have set are great examples of the application grit has in schools today. As Angela Duckworth put it, “Grittier spellers practiced more than less gritty spellers.” She is telling us that students who persevere and thrive can achieve their goals. Even so, the effects of grit have lessened due to the increase of poverty and the decreasing in moral standards because of the negativity in today’s
According to Paul Tough’s book How Children Succeed, non-cognitive skills are just as important to a child’s success as cognitive skills. Schools today focus intently on a child’s intelligence rather than their morality, which leads children to rebel against better choices (Source E). Through an experiment conducted by Angela Lee Duckworth, it was discovered that it was not social intelligence or their IQ that contributed to children’s success; it was grit (Source D). Children with grit are passionate and persevere each day. She learned that the grittier children were significantly more likely to graduate, even children with difficult home lives and poor standardized test scores. Although you cannot teach children grit, they are able to build it themselves through an idea called “growth mindset,” which is the belief that the ability to learn is not fixed, that it can change with your effort (Source D). With this in mind, a good work ethic and good morals are the most important characteristics a person can have to become successful in
Using Allison’s strengths and interests is important to helping her become a successful student. This is the method of helping Bender, Brian and any other student become successful in school. Building on the student strengths, while allowing them to work on their weaknesses is important for all students and especially for twice-exceptional students in the classroom. When looking at the student’s weakness it is important to understand that their behavior is not a weakness, but a result of an underlying cause. Examining the cause of the behavior will help recognize the challenge areas for improvement by understanding the underlying cause for the behavior. After understanding the student’s strengths and challenges, the teachers can then fully help the student learn to the best of their abilities.
Over the past few decades, the need for character education programs in United States’ schools has been widely debated and become increasingly popular particularly at the elementary level. However, the root of character education in the United States extends back to Horace Mann in the 1840’s who advocated that “character development was as important as academics in American schools” (USDE, 2011, para. 1). In response to the more recent realization of the importance of character education, the U.S. Congress authorized the Partnerships in Character Education Program in 1994; and character education was re-emphasized again in 2001 in the No Child Left Behind Act (USDE, 2011). As a result of the U.S. Department of Education’s goals to “promote strong character and citizenship among our nation’s youth” and increase student achievement, numerous federal resources as well as grants at the state and local levels have been established to assist in the design, implementation, and sustainment of “high-quality opportunities for students to learn and understand the importance of strong character in their lives” (USDE, 2011, para. 9). In addition, President Bush increased funding for character education program implementation in 2003 from $8 million to $25 million following a White House conference including “nationally recognized experts” who met to discuss “the need for and effectiveness of character education programs” (USDE, 2003, pg.1).
In the two passages it talks about being patent and knowing that the time you are waiting for will come. Being patent means to wait either excitedly or even scared because or never know wither it will be good or bad, happy or sad.
In How Children Succeed, Paul Tough attempts to unravel what he identifies to be, “some of the most pervasive mysteries of life: Who succeeds and who fails? Why do some children thrive while others lose their way? And what can any of us do to steer an individual child – or a whole generation of children – away from failure and toward success?” (Tough, 2012). Children are born into environments of varying circumstances, good and bad, influencing their development. Through direct encounters with researchers, educators and children of different environments, Paul Tough approaches his questions by ex...
Academic excellence is thought to be a very high-prioritized achievement in today’s society, and in order to reach many goals of success knowledge is the key. Although knowledge is very helpful, without grit you will never achieve great things.