The Academic Diligence Task (ADT): Assessing Individual Differences in Effort on Tedious but Important Schoolwork

Cognitive perspectives on maintaining physicians' medical expertise: V. Using a motivational framework to understand the benefits and costs of testing

We apply a motivational perspective to understand the implications of physicians' longitudinal assessment. We review the literature on situated expectancy-value theory, achievement goals, mindsets, anxiety, and stereotype threat in relation to testing and assessment. This review suggests several motivational benefits of testing as well as some potential challenges and costs posed by high-stakes, standardized tests. Many of the motivational benefits for testing can be understood from the equation of having the perceived benefits of the test outweigh the perceived costs of preparing for and taking the assessment. Attention to instructional framing, test purposes and values, and longitudinal assessment frameworks provide vehicles to further enhance motivational benefits and reduce potential costs of assessment.

Longitudinal associations between academic competence-building and depression symptoms in early adolescence

The longitudinal associations between academic competence-building and depression symptoms were investigated among 741 early adolescents in Singapore. Extending from past studies on academic achievement and depression, the current research tested two competing hypotheses - the academic incompetence hypothesis versus the adjustment erosion hypothesis using a 3-wave longitudinal study over an academic year. The former hypothesis suggests that prior deficits in academic competence-building lead to subsequent depression symptoms, whereas the latter posits that previous depression leads to subsequent deficits in competence-building. Longitudinal associations between a higher-order competence-building factor (operationalized using multiple constituent motivational variables) and depression were examined using a random intercept cross-lagged panel model. Results indicated that within-individual decreases in competence-building prospectively predicted subsequent within-individual increases in depression symptoms, but the opposite effect was not observed. Within-individual fluctuations in competence-building also predicted end-of-year grades and teacher-reported adjustment problems. Overall, the current findings were consistent with the academic incompetence hypothesis, suggesting that interventions aimed at sustaining academic competence-building could offer protection against the worsening of depression. These results clarified the within-individual developmental dynamics between academic competence-building and depression symptoms in adolescents over time.

What Drives Daily Perseverance and Passion? Grit, Conscientiousness, and Goal Pursuit Experiences

Two studies were conducted to further the understanding of daily experiences of perseverance and passion and the influences of personality traits (e.g., grit and conscientiousness) and contextual factors. Study 1 applied the experience sampling method (n = 116; observations = 5,187) and found that perseverance of effort (PE) predicted passion when controlling for conscientiousness. Study 2 used the day reconstruction method (n = 468; observations = 1,872) and found that both PE and consistency of interest (CI) had effects, although CI was a stronger predictor than PE. In both studies, PE was moderated only by instrumentality of the activity, whereas CI was moderated only by perceived difficulty. We also found mediating effects of instrumentality, (lower) perceived difficulty, and (fewer) intrusive thoughts on the pathways between traits and perseverance and passion. These results deepen our knowledge on why and how perseverance-related traits impact daily experiences of perseverance and passion.

Exploring user experience and performance of a tedious task through human-agent relationship

Positive human-agent relationships can effectively improve human experience and performance in human-machine systems or environments. The characteristics of agents that enhance this relationship have garnered attention in human-agent or human-robot interactions. In this study, based on the rule of the persona effect, we study the effect of an agent's social cues on human-agent relationships and human performance. We constructed a tedious task in an immersive virtual environment, designing virtual partners with varying levels of human likeness and responsiveness. Human likeness encompassed appearance, sound, and behavior, while responsiveness referred to the way agents responded to humans. Based on the constructed environment, we present two studies to explore the effects of an agent's human likeness and responsiveness to agents on participants' performance and perception of human-agent relationships during the task. The results indicate that when participants work with an agent, its responsiveness attracts attention and induces positive feelings. Agents with responsiveness and appropriate social response strategies have a significant positive effect on human-agent relationships. These results shed some light on how to design virtual agents to improve user experience and performance in human-agent interactions.

Large studies reveal how reference bias limits policy applications of self-report measures

There is growing policy interest in identifying contexts that cultivate self-regulation. Doing so often entails comparing groups of individuals (e.g., from different schools). We show that self-report questionnaires-the most prevalent modality for assessing self-regulation-are prone to reference bias, defined as systematic error arising from differences in the implicit standards by which individuals evaluate behavior. In three studies, adolescents (N = 229,685) whose peers performed better academically rated themselves lower in self-regulation and held higher standards for self-regulation. This effect was not observed for task measures of self-regulation and led to paradoxical predictions of college persistence 6 years later. These findings suggest that standards for self-regulation vary by social group, limiting the policy applications of self-report questionnaires.

Chinese EFL Students' Social-Emotional Competence, Grit, and Academic Engagement

Regarding the constructive function of students' academic engagement in learning a foreign language, understanding the individuals' intrapersonal characteristics effective on engagement has gained attention. To keep up with this line of research, the present study tried to probe the contribution of grit and social-emotional competence to Chinese EFL learners' academic engagement. To do this, 493 Chinese EFL students, including both males and females, were selected conveniently to participate in the study. For collecting data, a Likert scale questionnaire entailing three items on grit, social-emotional competence, and academic engagement was administered online. Spearman Rho correlation index and multiple regression analysis along with ANOVA were employed to analyze data. The findings revealed a positive and direct relationship between Chines EFL students' grit, social-emotional competence, and academic engagement. Furthermore, the results showed that compared to social-emotional competence, EFL students' grit can predict more powerfully academic engagement. The implications of the findings are considered in the present study.

Friends know you: Peer nomination of self-control predict changes in academic achievement and friendship among adolescents

INTRODUCTION

Self-control predicts academic achievement and social outcomes in adolescents. Despite the increased role of peers in the lives of adolescents, little is known about whether peers' views of an individual's self-control have predictive validity for academic and social outcomes.

METHOD

In a longitudinal study involving over 1500 adolescents (M_age  = 13.74), we examined whether peer nomination of self-control provides incremental predictive validity over and above self-reports for rank-order changes in academic achievement and friendship (i.e., the total number of nominations received as a best friend). To do so, we followed 8th graders through the 9th grade, measuring self-reported self-control (academic vs. social), peer-nominated self-control (academic vs. social), grade point average, and friendship.

RESULTS

Peer-nominated academic self-control predicted rank-order changes in grade point average and peer-nominated interpersonal self-control predicted rank-order changes in friendship over and above self-reported academic and interpersonal self-control.

CONCLUSION

Our findings demonstrate the predictive utility of peer nominations in research on self-control.

Simple questionnaires outperform behavioral tasks to measure socio-emotional skills in students

Recent empirical research has shown that improving socio-emotional skills such as grit, conscientiousness and self-control leads to higher academic achievement and better life outcomes. However, both theoretical and empirical works have raised concerns about the reliability of the different methods used to measure socio-emotional skills. We compared the reliability and validity of the three leading measurements methods—a student-reported questionnaire, a teacher-reported questionnaire, and a behavioral task—in a sample of 3997 French students. Before analyzing the data, we polled 114 international researchers in cognitive development and education economics; most researchers in both fields predicted that the behavioral task would be the best method. We found instead that the teacher questionnaire was more predictive of students’ behavioral outcomes and of their grade progression, while the behavioral task was the least predictive. This work suggests that researchers may not be using optimal tools to measure socio-emotional skills in children.

More Effort, Less Fatigue: The Role of Interest in Increasing Effort and Reducing Mental Fatigue

People generally prefer easier over more difficult mental tasks. Using two different adaptations of a demand selection task, we show that interest can influence this effect, such that participants choose options with a higher cognitive workload. Interest was also associated with lower feelings of fatigue. In two studies, participants (N = 63 and N = 158) repeatedly made a choice between completing a difficult or easy math problem. Results show that liking math predicts choosing more difficult (vs. easy) math problems (even after controlling for perceived math skill). Two additional studies used the Academic Diligence Task (Galla et al., 2014), where high school students (N = 447 and N = 884) could toggle between a math task and playing a video game/watching videos. In these studies, we again find that math interest relates to greater proportion of time spent on the math problems. Three of these four studies also examined perceived fatigue, finding that interest relates to lower fatigue. An internal meta-analysis of the four studies finds a small but robust effect of interest on both the willingness to exert greater effort and the experience of less fatigue (despite engaging in more effort).

Grit personality trait of doctors and medical students in level 4 acute hospital

INTRODUCTION

GRIT, defined as passion and perseverance for long-term goals, is a personality trait that is key to academic success and career achievement. Doctors face significant challenges and exposure to stressful situations throughout their career and require high levels of grit and perseverance to achieve success and avoid burn-out. This study aimed to measure overall levels of grit among hospital doctors and medical students and to compare levels of Grit across specialties and career grades.

METHOD

ology: A cross-sectional survey was used to measure GRIT levels using the validated Short Grit Scale (GRIT-S). Hospital doctors and medical students at University Hospital Galway were asked to complete the questionnaire. Gender, age, grade, education, and speciality were recorded. Analysis was conducted using STATA V12.1™ and SPSS 25™.

RESULTS

378 questionnaires were completed with a participation rate of 75.6% eligible for analysis. The female: male ratio was 1.2:1, with a mean age of 29.6 ± 8.3 years. The mean Grit score of participants was 3.56 ± 0.55. Grit trait was independent of gender and increased with age and grade. Consultants had significantly higher mean Grit score (3.86 ± 0.59, p = 0.004). There was no difference between medical specialities, nor between graduate-entry and undergraduate medical students.

CONCLUSION

our results show that medical students and NCHDs alike have high levels of Grit compared to the general population, and the levels increase with career advancement, with the highest scores observed in consultants. This suggests that Grit might be of benefit as an adjunct in the selection process of applicants for training schemes and jobs that require high levels of resilience, as well as an adjunct to monitoring progress in training from a personality and mental health perspective.

Mixed Results on the Efficacy of the CharacterMe Smartphone App to Improve Self-Control, Patience, and Emotional Regulation Competencies in Adolescents

Unprecedented levels of access to adolescents' time and attention provide opportunities to convert traditional character and socioemotional competencies interventions into behavioral intervention technologies. However, these new tools must be evaluated rather than assuming previously validated activities will be efficacious when converted to a mobile platform. Thus, we sought to design and provide initial data on the effectiveness of the CharacterMe smartphone app to build self-control and patience, which are built on underlying social-emotional regulation competencies, in a sample of 618 adolescents (M_age = 16.07, Female = 56.6%). We also sought to examine whether framing the app activities as having a transcendent (spiritual connection or moral/prosocial) rather than instrumental purpose would increase engagement and change in self-control, patience, and emotion regulation. Finally, we tested the impact of framing activities as building strengths vs. fixing weaknesses. Results highlight the difficulty of translating psychological interventions to behavioral intervention technologies. Overall, the CharacterMe smartphone app was unsuccessful in increasing self-control, patience, or emotion regulation in adolescents, with analyses showing no significant mean changes over time. Framing conditions and user engagement were largely not significant predictors of change in self-control, patience, and emotion regulation.

Validation of survey effort measures of grit and self-control in a sample of high school students

Personality traits such as grit and self-control are important determinants of success in life outcomes. However, most measures of these traits, which rely on self-reports, might be biased when used for the purpose of evaluating education policies or interventions. Recent research has shown the potential of survey effort-in particular, item non-response and careless answering-as a proxy measure of these traits. The current investigation uses a dataset of high school seniors (N = 513) to investigate survey effort measures in relationship with teacher reports, performance task measures, high school academic outcomes, and college attendance. Our results show promise for use of survey effort as proxy measures of grit and self-control.

Hormonal contraceptive use predicts decreased perseverance and therefore performance on some simple and challenging cognitive tasks

A growing body of research suggests that hormonal contraceptive (HC) use may be associated with lower self-control, as well as structural and functional differences in women's brains that could contribute to differences in perseverance on tasks requiring cognitive control. Here, we sought to extend this research by examining the relationship between HC use and college-aged women's perseverance (i.e., time spent) and performance on tasks requiring cognitive control. Across two studies, we find that, compared to naturally-cycling women, women using HCs display less perseverance on both simple (i.e., a spot-the-difference game) and challenging (i.e., Graduate Record Examination quantitative problems) tasks. Moreover, these differences in perseverance were found to predict performance decrements across tasks, with women taking HCs performing worse because they spent less time on the tasks. By demonstrating how HC use may influence perseverance and thereby performance, these results contribute to a growing body of research examining the unintended implications of HC use on cognition, learning, and memory.

Sensitivity of self-reported noncognitive skills to survey administration conditions

Noncognitive skills (e.g., persistence and self-control) are typically measured using self-reported questionnaires in which respondents rate their own skills. In many applications-including program evaluation and school accountability systems-such reports are assumed to measure only the skill of interest. However, self-reports might also capture other dimensions aside from the skill, such as aspects of a respondent's situation, which could include incentives and the conditions in which they complete the questionnaire. To explore this possibility, this study conducted 2 experiments to estimate the extent to which survey administration conditions can affect student responses on noncognitive skill questionnaires. The first experiment tested whether providing information about the importance of noncognitive skills to students directly affects their responses, and the second experiment tested whether incentives tied to performance on another task indirectly affect responses. Both experiments suggest that self-reports of noncognitive skills are sensitive to survey conditions. The effects of the conditions are relatively large compared with those found in the program evaluation literature, ranging from 0.05 to 0.11 SDs. These findings suggest that the effects of interventions or other social policies on self-reported noncognitive skills should be interpreted with caution.

Protocol for an app-based affective control training for adolescents: proof-of-principle double-blind randomized controlled trial

Background: 75% of all mental health problems have their onset before the end of adolescence. Therefore, adolescence may be a particularly sensitive time period for preventing mental health problems. Affective control, the capacity to engage with goal relevant and inhibit distracting information in affective contexts, has been proposed as a potential target for prevention. In this study, we will explore the impact of improving adolescents' affective control capacity on their mental health. Methods: The proof-of-principle double-blind randomized controlled trial will compare the effectiveness of an app-based affective control training (AffeCT) to a placebo training (P-Training) app. In total, 200 (~50% females) adolescents (11-19 years) will train for 14 days on their training app. The AffeCT will include three different n-back tasks: visuospatial, auditory and dual (i.e., including both modalities). These tasks require participants to flexibly engage and disengage with affective and neutral stimuli (i.e., faces and words). The P-Training will present participants with a perceptual matching task. The three versions of the P-Training tasks vary in the stimuli included (i.e., shapes, words and faces). The two training groups will be compared on gains in affective control, mental health, emotion regulation and self-regulation, immediately after training, one month and one year after training. Discussion: If, as predicted, the proposed study finds that AffeCT successfully improves affective control in adolescents, there would be significant potential benefits to adolescent mental health. As a free app, the training would also be scalable and easy to disseminate across a wide range of settings. Trial registration: The trial was registered on December 10th 2018 with the International Standard Randomised Controlled Trial Number (Registration number: ISRCTN17213032).

Protocol for an app-based affective control training for adolescents: proof-of-principle double-blind randomized controlled trial

Background: 75% of all mental health problems have their onset before the end of adolescence. Therefore, adolescence may be a particularly sensitive time period for preventing mental health problems. Affective control, the capacity to engage with goal relevant and inhibit distracting information in affective contexts, has been proposed as a potential target for prevention. In this study, we will explore the impact of improving adolescents’ affective control capacity on their mental health.

Methods: The proof-of-principle double-blind randomized controlled trial will compare the effectiveness of an app-based affective control training (AffeCT) to a placebo training (P-Training) app. In total, 200 (~50% females) adolescents (11-19 years) will train for 14 days on their training app. The AffeCT will include three different n-back tasks: visuospatial, auditory and dual (i.e., including both modalities). These tasks require participants to flexibly engage and disengage with affective and neutral stimuli (i.e., faces and words). The P-Training will present participants with a perceptual matching task. The three versions of the P-Training tasks vary in the stimuli included (i.e., shapes, words and faces). The two training groups will be compared on gains in affective control, mental health, emotion regulation and self-regulation, immediately after training, one month and one year after training.

Discussion: If, as predicted, the proposed study finds that AffeCT successfully improves affective control in adolescents, there would be significant potential benefits to adolescent mental health. As a free app, the training would also be scalable and easy to disseminate across a wide range of settings.

Trial registration: The trial was registered on December 10th 2018 with the International Standard Randomised Controlled Trial Number (Registration number: ISRCTN17213032).

The effect of social preference on academic diligence in adolescence

In the current study, we were interested in whether adolescents show a preference for social stimuli compared with non-social stimuli in the context of academic diligence, that is, the ability to expend effort on tedious tasks that have long-term benefits. Forty-five female adolescents (aged 11-17) and 46 female adults (aged 23-33) carried out an adapted version of the Academic Diligence Task (ADT). We created two variations of the ADT: a social ADT and non-social ADT. Individuals were required to freely split their time between an easy, boring arithmetic task and looking at a show-reel of photographs of people (in the social ADT) or landscapes (in the non-social ADT). Individuals also provided enjoyment ratings for both the arithmetic task and the set of photographs they viewed. Adolescents reported enjoying the social photographs significantly more than the non-social photographs, with the converse being true for adults. There was no significant difference in the time spent looking at the social photographs between the adolescents and adults. However, adults spent significantly more time than adolescents looking at the non-social photographs, suggesting that adolescents were less motivated to look at the non-social stimuli. Further, the correlation between self-reported enjoyment of the pictures and choice behaviour in the ADT was stronger for adults than for adolescents in the non-social condition, revealing a greater discrepancy between self-reported enjoyment and ADT choice behaviour for adolescents. Our results are discussed within the context of the development of social cognition and introspective awareness between adolescence and adulthood.

Self-Control and Academic Achievement

Self-control refers to the alignment of thoughts, feelings, and actions with enduringly valued goals in the face of momentarily more alluring alternatives. In this review, we examine the role of self-control in academic achievement. We begin by defining self-control and distinguishing it from related constructs. Next, we summarize evidence that nearly all students experience conflict between academic goals that they value in the long run and nonacademic goals that they find more gratifying in the moment. We then turn to longitudinal evidence relating self-control to academic attainment, course grades, and performance on standardized achievement tests. We use the process model of self-control to illustrate how impulses are generated and regulated, emphasizing opportunities for students to deliberately strengthen impulses that are congruent with, and dampen impulses that are incongruent with, academic goals. Finally, we conclude with future directions for both science and practice.

Beliefs About Stress Attenuate the Relation Among Adverse Life Events, Perceived Distress, and Self-Control

Prior research has shown that adverse events in the lives of adolescents precipitate psychological distress, which in turn impairs self-control. This study (N = 1,343) examined the protective effects of stress mindsets-beliefs about the extent to which stress might be beneficial or strictly detrimental. The results confirmed that increasing the number of adverse life events across the school year predicted rank order increases in perceived distress, which in turn predicted rank order decreases in self-control. Adolescents who believed in the potential benefits of stress were less prone to feeling stressed in the wake of adverse life events. These findings suggest that changing the way adolescents think about stress may help protect them from acting impulsively when confronted with adversity.

The neurocognitive correlates of academic diligence in adolescent girls

Academic diligence is the ability to regulate behavior in the service of goals, and a predictor of educational attainment. Here we combined behavioral, structural MRI, functional MRI and connectivity data to investigate the neurocognitive correlates of diligence. We assessed whether individual differences in diligence are related to the interplay between frontal control and striatal reward systems, as predicted by the dual-systems hypothesis of adolescent development. We obtained behavioral measures of diligence from 40 adolescent girls (aged 14-15 years) using the Academic Diligence Task. We collected structural imaging data for each participant, as well as functional imaging data during an emotional go-no-go self-control task. As predicted by the dual-systems hypothesis, we found that inferior frontal activation and gyrification correlated with academic diligence. However, neither striatal activation nor structure, nor fronto-striatal connectivity, showed clear associations with diligence. Instead, we found prominent activation of temporal areas during the go-no-go task. This suggests that academic diligence is associated with an extended network of brain regions.

Dissociable neural mechanisms track evidence accumulation for selection of attention versus action

Decision-making is typically studied as a sequential process from the selection of what to attend (e.g., between possible tasks, stimuli, or stimulus attributes) to which actions to take based on the attended information. However, people often process information across these various levels in parallel. Here we scan participants while they simultaneously weigh how much to attend to two dynamic stimulus attributes and what response to give. Regions of the prefrontal cortex track information about the stimulus attributes in dissociable ways, related to either the predicted reward (ventromedial prefrontal cortex) or the degree to which that attribute is being attended (dorsal anterior cingulate cortex, dACC). Within the dACC, adjacent regions track correlates of uncertainty at different levels of the decision, regarding what to attend versus how to respond. These findings bridge research on perceptual and value-based decision-making, demonstrating that people dynamically integrate information in parallel across different levels of decision-making.

Too much of a good thing? Exploring the inverted-U relationship between self-control and happiness

OBJECTIVE

Can having too much self-control make people unhappy? Researchers have increasingly questioned the unilateral goodness of self-control and proposed that it is beneficial only up to a certain point, after which it becomes detrimental. The little empirical research on the issue shows mixed results. Hence, we tested whether a curvilinear relationship between self-control and subjective well-being exists.

METHOD

We used multiple metrics (questionnaires, behavioral ratings), sources (self-report, other-report), and methods (cross-sectional measurement, dayreconstruction method, experience sampling method) across six studies (N_total  = 5,318).

RESULTS

We found that self-control positively predicted subjective well-being (cognitive and affective), but there was little evidence for an inverted U-shaped curve. The results held after statistically controlling for demographics and other psychological confounds.

CONCLUSION

Our main finding is that self-control enhances subjective well-being with little to no apparent downside of too much self-control.

A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children

Other than cognitive ability, what competencies should schools promote in children? How are they organized, and to what extent do they predict consequential outcomes? Separate theoretical traditions have suggested interpersonal, intrapersonal, and intellectual dimensions, reflecting how children relate to other people, manage their own goals and impulses, and engage with ideas, respectively. However, very little work has examined character empirically. In the current investigation, we partnered with middle schools that had previously identified character strengths relevant in their communities. Across three longitudinal, prospective studies, we examined the factor structure of character, associations with intelligence and Big Five personality traits, and predictive validity for consequential outcomes like peer relations, class participation, and report card grades. In Study 1, teachers rated their students on behaviors exemplifying character strengths as they played out in students' daily lives. Exploratory factor analyses yielded a three-factor structure consisting of interpersonal (interpersonal self-control, gratitude, social intelligence), intellectual (zest, curiosity), and intrapersonal (academic self-control, grit) factors of character. In Study 2, children rated their own behavior and completed a test of cognitive ability. Confirmatory factor analyses supported the same three-factor structure, and these factors were only weakly associated with cognitive ability. In Study 3, teachers provided character ratings; in parallel, students completed measures of character as well as Big Five personality factors. As expected, intellectual, interpersonal, and intrapersonal character factors related to Big Five openness to experience, agreeableness, and conscientiousness, respectively. Across studies, positive peer relations were most consistently predicted by interpersonal character, class participation by intellectual character, and report card grades by intrapersonal character. Collectively, our findings support a tripartite taxonomy of character in the school context.

Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes

There has been perennial interest in personal qualities other than cognitive ability that determine success, including self-control, grit, growth mindset, and many others. Attempts to measure such qualities for the purposes of educational policy and practice, however, are more recent. In this article, we identify serious challenges to doing so. We first address confusion over terminology, including the descriptor "non-cognitive." We conclude that debate over the optimal name for this broad category of personal qualities obscures substantial agreement about the specific attributes worth measuring. Next, we discuss advantages and limitations of different measures. In particular, we compare self-report questionnaires, teacher-report questionnaires, and performance tasks, using self-control as an illustrative case study to make the general point that each approach is imperfect in its own way. Finally, we discuss how each measure's imperfections can affect its suitability for program evaluation, accountability, individual diagnosis, and practice improvement. For example, we do not believe any available measure is suitable for between-school accountability judgments. In addition to urging caution among policymakers and practitioners, we highlight medium-term innovations that may make measures of these personal qualities more suitable for educational purposes.

More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes

Why does self-control predict such a wide array of positive life outcomes? Conventional wisdom holds that self-control is used to effortfully inhibit maladaptive impulses, yet this view conflicts with emerging evidence that self-control is associated with less inhibition in daily life. We propose that one of the reasons individuals with better self-control use less effortful inhibition, yet make better progress on their goals is that they rely on beneficial habits. Across 6 studies (total N = 2,274), we found support for this hypothesis. In Study 1, habits for eating healthy snacks, exercising, and getting consistent sleep mediated the effect of self-control on both increased automaticity and lower reported effortful inhibition in enacting those behaviors. In Studies 2 and 3, study habits mediated the effect of self-control on reduced motivational interference during a work-leisure conflict and on greater ability to study even under difficult circumstances. In Study 4, homework habits mediated the effect of self-control on classroom engagement and homework completion. Study 5 was a prospective longitudinal study of teenage youth who participated in a 5-day meditation retreat. Better self-control before the retreat predicted stronger meditation habits 3 months after the retreat, and habits mediated the effect of self-control on successfully accomplishing meditation practice goals. Finally, in Study 6, study habits mediated the effect of self-control on homework completion and 2 objectively measured long-term academic outcomes: grade point average and first-year college persistence. Collectively, these results suggest that beneficial habits-perhaps more so than effortful inhibition-are an important factor linking self-control with positive life outcomes.