Academic Success of “Tiger Cubs”: Self-Control (not IQ) Predicts Academic Growth and Explains Girls’ Edge in Taiwan

Hsiang Yi Wu, Franki Y.H. Kung, Hsueh Chih Chen, Young Hoon Kim

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Studies in the United States have shown that self-control can predict academic performance beyond intelligence quotient (IQ), which also explains why girls (vs. boys) tend to have higher grades. However, empirical evidence is scarce; moreover, little is known about whether these effects generalize to other cultures. To address these limitations, we conducted a 2-year longitudinal study in Asia and examined the effects of self-control, IQ, and gender on students’ academic achievement over time. Specifically, we first measured 195 Taiwanese seventh grades’ self-control and IQ, and then traced their overall grades over four school semesters. Latent growth curve model analyses suggest that IQ predicted students’ initial academic performance more strongly than self-control; however, self-control—but not IQ—predicted students’ academic growth across the four time points and explained girls’ higher grades. Overall, the findings support the argument that self-control has unique long-term benefits academically and provide initial evidence outside of the North American context.

Original languageEnglish
Pages (from-to)698-705
Number of pages8
JournalSocial Psychological and Personality Science
Volume8
Issue number6
DOIs
Publication statusPublished - 2017 Aug 1

Fingerprint

Tigers
Intelligence
Taiwan
Growth
Students
Longitudinal Studies
Self-Control

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Clinical Psychology

Cite this

@article{c5452a710a2f40bea7c1542ce168f141,
title = "Academic Success of “Tiger Cubs”: Self-Control (not IQ) Predicts Academic Growth and Explains Girls’ Edge in Taiwan",
abstract = "Studies in the United States have shown that self-control can predict academic performance beyond intelligence quotient (IQ), which also explains why girls (vs. boys) tend to have higher grades. However, empirical evidence is scarce; moreover, little is known about whether these effects generalize to other cultures. To address these limitations, we conducted a 2-year longitudinal study in Asia and examined the effects of self-control, IQ, and gender on students’ academic achievement over time. Specifically, we first measured 195 Taiwanese seventh grades’ self-control and IQ, and then traced their overall grades over four school semesters. Latent growth curve model analyses suggest that IQ predicted students’ initial academic performance more strongly than self-control; however, self-control—but not IQ—predicted students’ academic growth across the four time points and explained girls’ higher grades. Overall, the findings support the argument that self-control has unique long-term benefits academically and provide initial evidence outside of the North American context.",
author = "Wu, {Hsiang Yi} and Kung, {Franki Y.H.} and Chen, {Hsueh Chih} and Kim, {Young Hoon}",
year = "2017",
month = "8",
day = "1",
doi = "10.1177/1948550616675667",
language = "English",
volume = "8",
pages = "698--705",
journal = "Social Psychological and Personality Science",
issn = "1948-5506",
publisher = "Sage Periodicals Press",
number = "6",

}

Academic Success of “Tiger Cubs” : Self-Control (not IQ) Predicts Academic Growth and Explains Girls’ Edge in Taiwan. / Wu, Hsiang Yi; Kung, Franki Y.H.; Chen, Hsueh Chih; Kim, Young Hoon.

In: Social Psychological and Personality Science, Vol. 8, No. 6, 01.08.2017, p. 698-705.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Academic Success of “Tiger Cubs”

T2 - Self-Control (not IQ) Predicts Academic Growth and Explains Girls’ Edge in Taiwan

AU - Wu, Hsiang Yi

AU - Kung, Franki Y.H.

AU - Chen, Hsueh Chih

AU - Kim, Young Hoon

PY - 2017/8/1

Y1 - 2017/8/1

N2 - Studies in the United States have shown that self-control can predict academic performance beyond intelligence quotient (IQ), which also explains why girls (vs. boys) tend to have higher grades. However, empirical evidence is scarce; moreover, little is known about whether these effects generalize to other cultures. To address these limitations, we conducted a 2-year longitudinal study in Asia and examined the effects of self-control, IQ, and gender on students’ academic achievement over time. Specifically, we first measured 195 Taiwanese seventh grades’ self-control and IQ, and then traced their overall grades over four school semesters. Latent growth curve model analyses suggest that IQ predicted students’ initial academic performance more strongly than self-control; however, self-control—but not IQ—predicted students’ academic growth across the four time points and explained girls’ higher grades. Overall, the findings support the argument that self-control has unique long-term benefits academically and provide initial evidence outside of the North American context.

AB - Studies in the United States have shown that self-control can predict academic performance beyond intelligence quotient (IQ), which also explains why girls (vs. boys) tend to have higher grades. However, empirical evidence is scarce; moreover, little is known about whether these effects generalize to other cultures. To address these limitations, we conducted a 2-year longitudinal study in Asia and examined the effects of self-control, IQ, and gender on students’ academic achievement over time. Specifically, we first measured 195 Taiwanese seventh grades’ self-control and IQ, and then traced their overall grades over four school semesters. Latent growth curve model analyses suggest that IQ predicted students’ initial academic performance more strongly than self-control; however, self-control—but not IQ—predicted students’ academic growth across the four time points and explained girls’ higher grades. Overall, the findings support the argument that self-control has unique long-term benefits academically and provide initial evidence outside of the North American context.

UR - http://www.scopus.com/inward/record.url?scp=85030714738&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85030714738&partnerID=8YFLogxK

U2 - 10.1177/1948550616675667

DO - 10.1177/1948550616675667

M3 - Article

AN - SCOPUS:85030714738

VL - 8

SP - 698

EP - 705

JO - Social Psychological and Personality Science

JF - Social Psychological and Personality Science

SN - 1948-5506

IS - 6

ER -