7. How do IQ and Motivation Fit In?
Published Online: 22 OCT 2013
Copyright © 2014 John Wiley & Sons, Inc.
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
- Published Online: 22 OCT 2013
- Published Print: 16 SEP 2013
Book Series Editors:
- Judy Dunn
Print ISBN: 9781118482780
Online ISBN: 9781118482766
- cognitive ability;
- genetic influence;
- motivation fit;
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.