Running head: IQ OR HARD WORK

The Unending Question: IQ or Hard Work

IQ OR HARD WORK

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The Unending Question: IQ or Hard Work

Trying to understand the reasons behind success has been a task in which the answers
seem to elude researchers. Some argue that ones socioeconomic status and family life dictate
success while others state that the American Dream exists and each person possesses an ability to
reach the top no matter the home life. Regardless, there exists a basic necessity that each person
who wants to succeed in life must have ability. Nonetheless, this definition of ability also
varies. An individuals innate intelligence in problem-solving remains a desired and praised
characteristic. Conversely, others prefer an individual invested in accomplishing tasks with a
mindset focused on hard work. While some argue that ones intelligence quotient, or IQ, is the
determining factor behind a successful life, others state it is not innate abilities but a strong work
ethic that is important. While basic intelligence is needed to a certain extent, it is argued that
hard work surpasses intelligence in its importance to life.
According to Magun-Jackson, Murrell, & Winsor (2014), intelligence is measured
quantitatively based on the number of questions an individual answers correctly. These tests
predict an individuals intelligence quotient or IQ. An individual with a higher IQ would
correctly answer more questions than one with lower intelligence. Without a doubt a person who
has an innate ability to calculate an equation or logically reason through a problem would have
an advantage over a person with fewer capabilities. Understandably, characteristics such as
computer savviness and test-taking abilities are praised and sought after due to their importance
in technological advances as well as problem solving abilities. People gifted with logic are able
to listen to a problem and quickly figure the answer; whereas, someone without this ability might
have to re-structure the problems in order to fully understand them and may even be unable to
figure them out. Therefore, someone capable at solving questions correctly on a test would be

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inferred to mirror this in a similar setting, thus making individuals with high IQs praised and
revered.
Nevertheless, the whole premise of IQ is a difficult concept to grasp. While it has
positively correlated with school performance, it is not the sole factor involved in
accomplishment. Hambrick and Meinz (2011) state that general intelligence is important in the
initial stage of skill acquisition, when it is necessary to hold steps of executing a skill in the focus
of attention, but then drops out as a predictor of performance as knowledge is procedurized
effectively insinuating that while basic intelligence is initially useful, practice and work takes
precedence later (p. 2). They argue effectively that initial talent is only a small fraction involved
in mastering a practice. This is exemplified within the musicians realm. While an individual
may indicate an initial talent with an instrument, if that person does not practice, he or she will
not improve. It is not the musicians who merely pick up an instrument and play that succeed,
instead it is the ones who work ceaselessly that rise to the top.
Moreover, those with an innate ability often struggle to find the motivation to improve.
In fact, Dweck and Mueller (1998) argue the importance of praising the childs effort over
intelligence. By receiving praise based on intelligence, the individual associates performance
with praise resulting in an attribution to intelligence rather than self (Dweck & Mueller, 1998).
Dweck and Mueller (1998) go on to state that it is more vital for an individual to be praised for
trying rather than intelligence. Children praised for intelligence are often found to fear
attempting a task if they believe failure to be a possibility. Instead of encouraging a desire to
learn and adventure, praise for mere intelligence incites a mindset of fear of failure. If this were
to be the mindset of intellectuals throughout history, light bulbs, medications, and many other

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technological advances would not exist. Advancement and discovery result not simply from the
successes but also from the failures. In essence knowledge is nothing without the actions.
In continuation of the previous ideas, the presence of creativity remains an integral part in
the successful innovation of an area. Without the fearlessness to attempt the unknown, discovery
would never exist. Unfortunately, evidence explained by Theresa Amabile indicates the
increasingly creativity crippling ideals impressed on the younger generations. Amabile argues
that evaluations, rewards, competition, and constraints all decrease the creativity of an individual
(Magun-Jackson et al., 2014). While the idea of a grade may motivate a student to study harder,
it does not usually incite an ideal of interpretation. Exams measure the extent to which students
remember what their teacher thinks instead of encouraging students to assess and contrive new
and original work. However, the operations and rules in place today may not be the ones that
save future generations. Advancements in pollution prevention, radiation control, and starvation
avoidance are all impending necessities that require an ever-adapting and innovative system.
Unfortunately, evaluation and criticism could stand in the way between the suggestions of
solutions.
Also, a concern when discussing this matter arises when one considers what exactly
success in life looks like. For many money and fame would be the culmination of a successful
life. A life without concern for the next meal where people show respect and awe often is the
coveted ideal. Nonetheless, the overarching theme associated with success is the idea of wealth
and a life with few trials. While a life of ease with monetary wealth may be initially fulfilling, its
benefits remain transient. A son who inherits his fathers empire may be considered blessed, but
he never experiences the satisfaction of having a goal and working towards it. Instead of the
sense of accomplishment from starting from the bottom and working towards the top, the

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pressures of maintaining and improving exacerbate the situation. It was not the sons ingenuity
that made the business but the work of another. This success pales in comparison to the
auspicious moment when the musician successfully plays through a troublesome passage, or
when the athlete finally reaches the coveted speed. These moments define the culmination of
success; there was a goal, and it is reached.
In relation to hard work and IQ, attribution of success to hard work over IQ provides a
sense of accomplishment. The ideas that it was an individuals own work, drive, and mentally
that paved the way towards the success incites a level of self-improvement. While success was
reached, it was not something that was inherited but earned. Controversially, the idea that the
award was based on an innate ability that cannot be necessarily improved or degraded indicates
the idea that one can only hope their genetics equipped them for success. A sense of everimpending doom that one day they may not have the ability to complete a task can lead to
discouragement. When considering the countless tales of wealthy and famous people who
murder, steal, cheat, and lie however causes one to reconsider whether these things are the things
that will fulfill. Although people strive to calculate accomplishment through numerical means
whether it is a ninety on a test or a six digit salary, these numbers in reality do not indicate the
extent to which a person has live a life of fulfillment.
In conclusion, it is not the performance but the effort that remains the important factor in
life. A child reared with the idea that hard work remains more important over success learns that
it is not the success or failure but the effort that is important. Research and discovery center on
these principles. A generation lacking insight and a drive to learn results in a lackluster
personality and inability to succeed. Creativity to pioneer new ideas, innovate traditional areas,
and explore undisputed ideals is an important practice. Hard work not only results in a

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possibility of success but a definite assurance of learning. Those in the workforce focusing on
learning and striving to do their best contribute an attitude of self-sacrifice. This encourages
others not to focus on self but the service of others. Because those with a high IQ are able to
perform tasks without a great deal of effort, their motivation tends to be lacking; whereas, those
who do not easily come upon conclusions understand that no matter what, they are to fully apply
themselves in whatever the task may be.

References
Magun-Jackson, S., Murrell, V.S., & Winsor, D. L. (Eds.). (2014). Human development: An
educational psychology perspective. New York, New York: Pearson.
Hambrick, D.Z. & Meinz, E.J. (2011). Limits on the predictive power of domain-specific
experience and knowledge in skilled performance. Association for Psychological

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Science. Retrieved October 24, 2015, from