[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-31268":3,"doc-seo-31268":26},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"file_id":15,"file_url":16,"file_type":17,"file_size":18,"view_count":19,"is_deleted":4,"is_public":19,"is_downloadable":19,"audit_status":19,"page_count":20,"language":21,"table_of_contents":22,"faqs":23,"seo_title":13,"seo_description":14,"update_tm":24,"read_time":25},31268,962075114101,"Seraphina","https://ap-avatar.wpscdn.com/avatar/e000253a75eb197efd?_k=1776739308162644532",8,"Research & Report","Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents","Research on academic achievement often focuses on intelligence, yet prior findings show only moderate and inconsistent correlations between different self-discipline measures. This study tests whether self-discipline predicts adolescents’ later academic performance using a longitudinal, prospective design and a multimethod, multisource assessment. Three hypotheses are evaluated, including predictive power beyond IQ and baseline grades, using student self-reports, parent and teacher reports, and delay-of-gratification measures across two studies.","cbCaigSzuVLnmfZq","https://ap.wps.com/l/cbCaigSzuVLnmfZq","pdf",88015,1,6,"English","# Introduction\n## Research Rationale and Prior Findings\n## Study Hypotheses and Design\n# Method\n## Research Participants\n## Procedure\n## Measures (Study 1)","[{\"question\":\"Why does the study emphasize self-discipline measurements for adolescents?\",\"answer\":\"Reported correlations among existing self-discipline measures are moderate and inconsistent, implying that a valid assessment for this age group requires a multimethod, multisource approach.\"},{\"question\":\"What hypotheses are tested in the investigation?\",\"answer\":\"The study tests whether fall-measured self-discipline predicts spring academic outcomes, whether it explains more variance than IQ, and whether it predicts final GPA after controlling for IQ and first marking-period GPA.\"},{\"question\":\"How do the two studies differ in their assessment approach?\",\"answer\":\"Study 1 uses self-report measures along with parent and teacher questionnaires, while Study 2 replicates the approach and additionally includes a behavioral delay-of-gratification task, a group-administered IQ test, and a questionnaire on study and lifestyle habits.\"}]",1779224617,15,{"code":4,"msg":27,"data":28},"ok",{"site_id":29,"language":30,"slug":31,"title":13,"keywords":32,"description":14,"schema_data":33,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":24},105,"en","self-discipline-outdoes-iq-in-predicting-academic-performance-of-adolescents","",{"@graph":34,"@context":84},[35,52,67],{"@type":36,"itemListElement":37},"BreadcrumbList",[38,42,46,49],{"item":39,"name":40,"@type":41,"position":19},"https://docshare.wps.com","Home","ListItem",{"item":43,"name":44,"@type":41,"position":45},"https://docshare.wps.com/document/","Document",2,{"item":47,"name":12,"@type":41,"position":48},"https://docshare.wps.com/document/research-report/",3,{"item":50,"name":13,"@type":41,"position":51},"https://docshare.wps.com/document/self-discipline-outdoes-iq-in-predicting-academic-performance-of-adolescents/31268/",4,{"url":50,"name":13,"@type":53,"author":54,"headline":13,"publisher":56,"fileFormat":59,"description":14,"dateModified":60,"datePublished":61,"encodingFormat":59,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":55},"Person",{"url":39,"name":57,"@type":58},"DocShare","Organization","application/pdf","2026-05-20","2026-05-19",true,{"@type":64,"interactionType":65,"userInteractionCount":19},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"Why does the study emphasize self-discipline measurements for adolescents?","Question",{"text":74,"@type":75},"Reported correlations among existing self-discipline measures are moderate and inconsistent, implying that a valid assessment for this age group requires a multimethod, multisource approach.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"What hypotheses are tested in the investigation?",{"text":79,"@type":75},"The study tests whether fall-measured self-discipline predicts spring academic outcomes, whether it explains more variance than IQ, and whether it predicts final GPA after controlling for IQ and first marking-period GPA.",{"name":81,"@type":72,"acceptedAnswer":82},"How do the two studies differ in their assessment approach?",{"text":83,"@type":75},"Study 1 uses self-report measures along with parent and teacher questionnaires, while Study 2 replicates the approach and additionally includes a behavioral delay-of-gratification task, a group-administered IQ test, and a questionnaire on study and lifestyle habits.","https://schema.org",{"og:url":50,"og:type":86,"og:title":13,"og:site_name":57,"og:description":14},"article",{"robots":88,"canonical":50},"index,follow",{"doc_id":7,"site_id":29}]