21 Oct Sometimes happiness requires…just hanging in there!
One of my favourite quotes goes something like…
…life doesn't get easier, you just get better and stronger.
On the one hand that can sound a bit pessimistic and depressing but on the other hand, it fills me with hope and optimism. Because it suggests to me that no matter what happens, if we learn from life and grow and improve then we all can enjoy happiness and success in some form or other.
And I'm not the only one to believe in the importance of "hanging in there". Angela Duckworth is a highly regarded, awarded and respected researcher and in this article, from BrainPickings, her work is used to explain why grit, not IQ, predicts success (and happiness)…
by Maria Popova
Creative history brims with embodied examples of why the secret of genius is doggedness rather than “god”-given talent, from the case of young Mozart’s upbringing to E. B. White’s wisdom on writing to Chuck Close’s assertion about art to Tchaikovsky’s conviction about composition to Neil Gaiman’s advice to aspiring writers. But it takes a brilliant scholar of the psychology of achievement to empirically prove these creative intuitions: Math-teacher-turned-psychologist Angela Duckworth, who began her graduate studies under positive psychology godfather Martin Seligman at my alma mater, the University of Pennsylvania, has done more than anyone for advancing our understanding of how self-control and grit — the relentless work ethic of sustaining your commitments toward a long-term goal — impact success. So how heartening to hear that Duckworth is the recipient of a 2013 MacArthur “genius” grant for her extraordinary endeavors, the implications of which span from education to employment to human happiness.
We need more than the intuitions of educators to work on this problem. For sure we need the educators, but in partnership I think we need scientists to study this from different vantage points, and that actually inspired me to move out of the classroom as a teacher and into the lab as a research psychologist.
In the exceedingly excellent How Children Succeed: Grit, Curiosity, and the Hidden Power of Character (public library) — a necessary addition to these fantastic reads on education — Paul Tough writes of Duckworth’s work:
Duckworth had come to Penn in 2002, at the age of thirty-two, later in life than a typical graduate student. The daughter of Chinese immigrants, she had been a classic multitasking overachiever in her teens and twenties. After completing her undergraduate degree at Harvard (and starting a summer school for low-income kids in Cambridge in her spare time), she had bounced from one station of the mid-nineties meritocracy to the next: intern in the White House speechwriting office, Marshall scholar at Oxford (where she studied neuroscience), management consultant for McKinsey and Company, charter-school adviser.
Duckworth spent a number of years toying with the idea of starting her own charter school, but eventually concluded that the model didn’t hold much promise for changing the circumstances of children from disadvantaged backgrounds, those whom the education system was failing most tragically. Instead, she decided to pursue a PhD program at Penn. In her application essay, she shared how profoundly the experience of working in schools had changed her view of school reform and wrote:
The problem, I think, is not only the schools but also the students themselves. Here’s why: learning is hard. True, learning is fun, exhilarating and gratifying — but it is also often daunting, exhausting and sometimes discouraging. . . . To help chronically low-performing but intelligent students, educators and parents must first recognize that character is at least as important as intellect.
Duckworth began her graduate work by studying self-discipline. But when she completed her first-year thesis, based on a group of 164 eighth-graders from a Philadelphia middle school, she arrived at a startling discovery that would shape the course of her career: She found that the students’ self-discipline scores were far better predictors of their academic performance than their IQ scores. So she became intensely interested in what strategies and tricks we might develop to maximize our self-control, and whether those strategies can be taught. But self-control, it turned out, was only a good predictor when it came to immediate, concrete goals — like, say, resisting a cookie…
…read the full & original article HERE