Introduction: In recent years, there is a doubt in society that "it is difficult for poor families to have expensive children". This view holds that there are great differences between children from poor families and children from rich families in family environment, educational environment and social environment, while the rich class seems to continue to widen the gap between "children from poor families" and "children from rich families" by virtue of their social status, economic strength, personal connections and investment in the next generation of education. Twenty years ago, poor children were born in poverty. As long as they cherish the opportunity to study computers and enter universities, they have become the mainstay of today's society. However, after 20 years, most of the elites came from wealthy families. Is that really the case? Then read the psychological literature I recommend to you now. The newspaper is Marion Bingler. Rodica Ioana Damian and Brent W. Roberts published in the Journal of Personality and Social Psychology in March 20 18, "School behavior can predict future success. How can you predict life success beyond family background, extensive characteristics and cognitive ability in school performance? This paper discusses whether students' characteristics can influence children's future success more than classic personality characteristics and family background. Draw a conclusion: the higher the educational achievement measured after graduating from high school 1 1 year and 50 years; The higher the professional prestige measured after graduating from high school 1 1 year; The higher the income measured 50 years after graduating from high school. Let's see how this research is conducted.
Research background
Educational researchers, political scientists and economists are increasingly interested that parents, teachers and schools should cultivate children's character and skills to improve their chances of success. Recently, heckman (20 14) emphasized that a variety of social and emotional skills are crucial to the success of life, such as perseverance, perseverance and impulse control. This raises the question of how (and why) these skills and behaviors are related to important life outcomes such as job success and health.
It has been well proved that certain background and psychological factors contribute to health and longevity. For example, intelligence level (IQ), socio-economic status (SES) and some personality characteristics are all replicable with important life outcomes. In these discussions, people generally support that interventions should be targeted at narrower and more background features. On the contrary, cognitive ability and classic personality characteristics (such as responsibility) are considered too broad and stable, so they are not ideal reform goals. Therefore, in this study, we discussed whether school behavior has a long-term impact on people's later life. From the broad theoretical perspective reflected by social cognition and personality model, combined with the achievement result model reflected by Wisconsin model and the theoretical performance model of Crede and Kuncel, some enlightenment is obtained. In the longitudinal prospective study, apart from the more typical variables, do these behaviors with time constraints and specific backgrounds contribute to success? In this study, we tested whether the school environment and adolescent-specific behaviors and attitudes are related to the results of later life beyond IQ, family background and the most important generalized personality characteristics. Finally, we think that school behavior is an additional predictor of the outcome of life courses. First of all, a powerful question is whether students' behaviors and attitudes are just synonyms of personality characteristics. Second, whether students' behaviors and attitudes can predict lifelong outcomes beyond family background, cognitive ability and personality characteristics.
research method
In this study, we are interested in the influence of students' characteristics on their subsequent success (educational achievement, annual income and professional prestige), while controlling personality characteristics, cognitive ability and parents' SES. Therefore, we investigated the role of students' characteristics and behaviors in a 50-year longitudinal study (using a large sample of representative American high school students). This paper discusses whether the behavior in school has any lasting influence on people's later life. Specifically, we investigated the role of a serious student's interest in school, writing skills and reading skills in predicting educational achievement, professional prestige and income, including 1 1 year (n=8 19 12) and 50 years (n =12) In all the analysis, we control the socio-economic status, IQ and classic personality characteristics of parents. We find that in adolescence, students' characteristics and behaviors show that their educational and professional success is higher than or exceeds their parents' socio-economic status, IQ and classic personality characteristics.
research results
We can use a large number of national representative samples of American high school students to test whether the prediction of school behavior and attitude on long-term life outcomes is higher than or beyond the predictive factors usually considered in prospective longitudinal studies. In a longitudinal prospective study, we show that as a responsible student, it is very important to pay attention to predicting adult status achievements, IQ, parents' socio-economic status and personality in school. In addition, we can repeat the research results at two time points (after initial evaluation 1 1 year and 50 years).
This is the first longitudinal study, which shows that students' characteristics and behavior patterns are related to the results of real life after controlling their parents' socio-economic status, IQ and classic personality characteristics. It emphasizes the potential importance of what students do at school and their reaction to their own experiences during this time. In all the analysis, we control the socio-economic status, IQ and classic personality characteristics of parents. We find that in adolescence, students' characteristics and behaviors show that their educational and professional success is higher than or exceeds their parents' socio-economic status, IQ and classic personality characteristics. The higher your interest in school, the higher your educational achievements at the age of 1 1 and 50, the higher your professional prestige at the age of 1 1, and the higher your income at the age of 50. A higher level of responsible students in 1 1 and 50 years are related to higher educational achievements and higher professional prestige. This is the first longitudinal study to test the effects of students' characteristics and behaviors on a wide range of personality characteristics. It emphasizes the potential importance of what students do at school and their reaction to their own experiences during this time. It also emphasizes the possibility that what happens at a certain time in a person's life may happen in a more important way than we expected.
Conclusion: Therefore, it is not difficult for poor families to have expensive children. No matter how different the family environment and educational resources are, we can't ignore the cultivation of school interest, the improvement of writing ability and the cultivation of students' sense of responsibility. The characteristics of these students may affect their children's future achievements, prestige and income more than their family's socio-economic status and their IQ.
refer to
Bingler, M, Damian, R.I. Roberts. (20 18). Your performance in school indicates success in life beyond family background, extensive characteristics and cognitive ability. Journal of personality and psychology. Social Psychology, 1 14(4), 620.