“Self Discipline in High School Influences Students Academic Abilities”
UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE
ADVANCED EXPOSITORY AND RESEARCH WRITING
“SELF DISCIPLINE IN HIGH SCHOOL INFLUENCES STUDENTS ACADEMIC ABILITIES”
AN ACADEMIC RESEARCH PAPER SUBMITTED IN PARTIAL FUFILMENT OF THE COURSE WRITING 1002
INTRODUCTION
One of the most keenly debated issues in American societies is whether the academic abilities of high school students are influenced by their level of intelligence quotients or by other factors such as self discipline. Both social and experimental scientist has through various researches and survey analysis tried to solve this controversial topic in children education in order to figure the appropriate course in child development
In a paper presented at the annual meeting of the American Psychological Association, Washington DC, Jensen argued that “IQ and academic achievement are only related because, for reasons X, Y, and Z (pick your own environmental variables), some folks get more out of school, and it just so happens that the same folks do well on IQ tests due largely (if not entirely) because school achievement and IQ tests are measuring the same thing”.
On the other hand, Angela L. Duckworth, a professor at the Positive Psychology Center, University of Pennsylvania, explained that "Underachievement among American youth is often blamed on inadequate teachers, boring textbooks, and large class sizes. We suggest another reason for students falling short of their intellectual potential: their failure to exercise self-discipline”
This document therefore seeks to present a synthesis and review of the various scientific experiments, social research and analysis which have been performed by a number of creditable professionals in the field of educational psychology to illustrate and further establish the perfect ground for further studies in this field.
Explaining his perspective on the relationship between intelligence quotients and academic performance from both a practical and experimental
ADVANCED EXPOSITORY AND RESEARCH WRITING
“SELF DISCIPLINE IN HIGH SCHOOL INFLUENCES STUDENTS ACADEMIC ABILITIES”
AN ACADEMIC RESEARCH PAPER SUBMITTED IN PARTIAL FUFILMENT OF THE COURSE WRITING 1002
INTRODUCTION
One of the most keenly debated issues in American societies is whether the academic abilities of high school students are influenced by their level of intelligence quotients or by other factors such as self discipline. Both social and experimental scientist has through various researches and survey analysis tried to solve this controversial topic in children education in order to figure the appropriate course in child development
In a paper presented at the annual meeting of the American Psychological Association, Washington DC, Jensen argued that “IQ and academic achievement are only related because, for reasons X, Y, and Z (pick your own environmental variables), some folks get more out of school, and it just so happens that the same folks do well on IQ tests due largely (if not entirely) because school achievement and IQ tests are measuring the same thing”.
On the other hand, Angela L. Duckworth, a professor at the Positive Psychology Center, University of Pennsylvania, explained that "Underachievement among American youth is often blamed on inadequate teachers, boring textbooks, and large class sizes. We suggest another reason for students falling short of their intellectual potential: their failure to exercise self-discipline”
This document therefore seeks to present a synthesis and review of the various scientific experiments, social research and analysis which have been performed by a number of creditable professionals in the field of educational psychology to illustrate and further establish the perfect ground for further studies in this field.
Explaining his perspective on the relationship between intelligence quotients and academic performance from both a practical and experimental