The DOI matches its Crossref record; 17 of the 17 references it cites were found in a registry or an index.
Self-discipline outdoes IQ in predicting academic performance of adolescents.
Abstract
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.
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“Since it is well known that self-regulation in the academic setting is important for performance (e.g., Duckworth and Seligman, 2005)”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Duckworth and Seligman, 2005
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“Diminished EF following social media use may negatively affect academic achievement, reduce productivity, and limit long-term career development—potentially influencing both personal and societal progress 41 .”
From Naturalistic fNIRS assessment reveals decline in executive function and altered prefrontal activation following social media use in college students (2025) · cites this paper as [41]
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Cites
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Cited by
Metadata
- Authors
- Duckworth, A. L., & Seligman, M. E. P.
- Affiliations
- University of Pennsylvania (US)
- Corresponding author
- Duckworth, Angela L.
- Venue
- Psychological Science
- Publisher
- SAGE Publications
- Published
- 2005-12
- Volume
- 16
- Issue
- 12
- Pages
- 939-944
- ISSN
- 0956-7976 (ISSN-L)
- 1467-9280
- OpenAlex
- W2152831629
- Cited by
- 2,253
- References
- 16
- Citations by year
- 2026: 80 · 2025: 108 · 2024: 108 · 2023: 106 · 2022: 119 · 2021: 126 · 2020: 183 · 2019: 182 · 2018: 139 · 2017: 165 · 2016: 172 · 2015: 147 · 2014: 139 · 2013: 116 · 2012: 106
- FWCI
- 31.23
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Science (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (5r01mh063430-05)
- National Institute of Mental Health (MH 63430, MH-52270, R01MH052270)
- Topics
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Applied Psychology › Behavioral Health and Interventions
- Keywords
- self-control, academic performance, adolescents, eighth grade students, IQ, delay of gratification, study habits, homework, school attendance, high school selection, achievement test scores, self-report, parent and teacher ratings, television viewing
- MeSH terms
- Achievement, Adolescent, Female, Humans, Intelligence, Male, Surveys and Questionnaires, Self Efficacy
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