7. How do IQ and Motivation Fit In?

  1. Kathryn Asbury and
  2. Robert Plomin

Published Online: 22 OCT 2013

DOI: 10.1002/9781118482766.ch7

G is for Genes: The Impact of Genetics on Education and Achievement

G is for Genes: The Impact of Genetics on Education and Achievement

How to Cite

Asbury, K. and Plomin, R. (2013) How do IQ and Motivation Fit In?, in G is for Genes: The Impact of Genetics on Education and Achievement, John Wiley & Sons, Inc., Hoboken, NJ, USA. doi: 10.1002/9781118482766.ch7

Publication History

  1. Published Online: 22 OCT 2013
  2. Published Print: 16 SEP 2013

Book Series:

  1. Understanding Children's Worlds

Book Series Editors:

  1. Judy Dunn

ISBN Information

Print ISBN: 9781118482780

Online ISBN: 9781118482766

SEARCH

Keywords:

  • cognitive ability;
  • genetic influence;
  • IQ;
  • motivation fit;
  • self-confidence

Summary

Underpinning this chapter is the fact - and it is a fact - that cognitive ability is subject to significant genetic influence, particularly as children grow into teenagers and adults. And herein lies one of the principal fault lines between geneticists and educationalists. IQ is just one predictor of achievement, albeit a strong one; there are others. Before genetic researchers became involved, a body of evidence had already been amassed showing that how good you believe you are at something – your self-perceived ability – can predict how good you actually are at it. Confidence genes seem to influence school performance both in conjunction with – and independent of – IQ genes, leading some to believe that in a roomful of equally bright and high-achieving people it is those who are self-confident who will go the extra mile.