Rule-breaking in children predicts future success
A paper was recently released looking into which personality factors in childhood predict success in education and work. The study followed participants over a 40 year period and attempted to control for intelligence and socioeconomic background. Much of it is exactly what you would expect. But here are some quotes that are more surprising (emphases ours). Note of course that the result has not yet been replicated:
In general, we found significant relations for childhood IQ and SES [socioeconomic status] with educational attainment that is in line with the sociological and psychological models (see Blau & Duncan, 1967; Eccles, 2005). As there is much previous research on the validity of these predictors for educational success (e.g., Gottfredson, 2002; Gustafsson & Undheim, 1996; Kuncel et al., 2004), we will focus our discussion on student characteristics and behaviors.
Educational attainment was best predicted by defiance of parental authority, [lack of] sense of inferiority, and teacher-rated studiousness. The effects were still significant after including IQ and parental SES as predictors.
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First, students with high rule breaking and defiance of parental authority might be more competitive in the school context and more visible in interactions in the classroom. This might lead to at least higher oral grades compared with students with lower levels of rule breaking and defiance and to more demanding and encouraging teacher behavior. Rosenbaum (2001) demonstrated that teachers used not only the students’ cognitive abilities to determine grades but also students’ noncognitive behaviors.