Grit

Angela Duckworth

• Publisher: Collins
• Year: 2016
• Print ISBN: 9781443442329
• eBook ISBN: 9781443442336
• Topic: Psychologie
• Subtopic: Histoire et théorie en psychologie

In this must-read book for anyone striving to succeed, pioneering psychologist Angela Duckworth shows parents, educators, athletes, students, and business people-both seasoned and new-that the secret to outstanding achievement is not talent but a focused persistence called "grit."

Why do some people succeed and others fail? Sharing new insights from her landmark research on grit, MacArthur “genius” Angela Duckworth explains why talent is hardly a guarantor of success. Rather, other factors can be even more crucial such as identifying our passions and following through on our commitments.Drawing on her own powerful story as the daughter of a scientist who frequently bemoaned her lack of smarts, Duckworth describes her winding path through teaching, business consulting, and neuroscience, which led to the hypothesis that what really drives success is not “genius” but a special blend of passion and long-term perseverance. As a professor at the University of Pennsylvania, Duckworth created her own “character lab” and set out to test her theory.

Here, she takes readers into the field to visit teachers working in some of the toughest schools, cadets struggling through their first days at West Point, and young finalists in the National Spelling Bee. She also mines fascinating insights from history and shows what can be gleaned from modern experiments in peak performance. Finally, she shares what she’s learned from interviewing dozens of high achievers-from JP Morgan CEO Jamie Dimon to the cartoon editor of The New Yorker to Seattle Seahawks Coach Pete Carroll.

Winningly personal, insightful, and even life-changing, Grit is a book about what goes through your head when you fall down, and how that-not talent or luck-makes all the difference.

Part I

WHAT GRIT IS AND WHY IT MATTERS

Chapter 1

SHOWING UP

By the time you set foot on the campus of the United States Military Academy at West Point, you’ve earned it.

The admissions process for West Point is at least as rigorous as for the most selective universities. Top scores on the SAT or ACT and outstanding high school grades are a must. But when you apply to Harvard, you don’t need to start your application in the eleventh grade, and you don’t need to secure a nomination from a member of Congress, a senator, or the vice president of the United States. You don’t, for that matter, have to get superlative marks in a fitness assessment that includes running, push-ups, sit-ups, and pull-ups.

Each year, in their junior year of high school, more than 14,000 applicants begin the admissions process. This pool is winnowed to just 4,000 who succeed in getting the required nomination. Slightly more than half of those applicants—about 2,500—meet West Point’s rigorous academic and physical standards, and from that select group just 1,200 are admitted and enrolled. Nearly all the men and women who come to West Point were varsity athletes; most were team captains.

And yet, one in five cadets will drop out before graduation. What’s more remarkable is that, historically, a substantial fraction of dropouts leave in their very first summer, during an intensive seven-week training program named, even in official literature, Beast Barracks. Or, for short, just Beast.

Who spends two years trying to get into a place and then drops out in the first two months?

Then again, these are no ordinary months. Beast is described in the West Point handbook for new cadets as “the most physically and emotionally demanding part of your four years at West Point . . . designed to help you make the transition from new cadet to Soldier.”

A Typical Day at Beast Barracks

5:00 a.m.	Wake-up
5:30 a.m.	Reveille Formation
5:30 to 6:55 a.m.	Physical Training
6:55 to 7:25 a.m.	Personal Maintenance
7:30 to 8:15 a.m.	Breakfast
8:30 to 12:45 p.m.	Training/Classes
1:00 to 1:45 p.m.	Lunch
2:00 to 3:45 p.m.	Training/Classes
4:00 to 5:30 p.m.	Organized Athletics
5:30 to 5:55 p.m.	Personal Maintenance
6:00 to 6:45 p.m.	Dinner
7:00 to 9:00 p.m.	Training/Classes
9:00 to 10:00 p.m.	Commander’s Time
10:00 p.m.	Taps

The day begins at 5:00 a.m. By 5:30, cadets are in formation, standing at attention, honoring the raising of the United States flag. Then follows a hard workout—running or calisthenics—followed by a nonstop rotation of marching in formation, classroom instruction, weapons training, and athletics. Lights out, to a melancholy bugle song called “Taps,” occurs at 10:00 p.m. And on the next day the routine starts over again. Oh, and there are no weekends, no breaks other than meals, and virtually no contact with family and friends outside of West Point.

One cadet’s description of Beast: “You are challenged in a variety of ways in every developmental area—mentally, physically, militarily, and socially. The system will find your weaknesses, but that’s the point—West Point toughens you.”

So, who makes it through Beast?

It was 2004 and my second year of graduate school in psychology when I set about answering that question, but for decades, the U.S. Army has been asking the same thing. In fact, it was in 1955—almost fifty years before I began working on this puzzle—that a young psychologist named Jerry Kagan was drafted into the army, ordered to report to West Point, and assigned to test new cadets for the purpose of identifying who would stay and who would leave. As fate would have it, Jerry was not only the first psychologist to study dropping out at West Point, he was also the first psychologist I met in college. I ended up working part-time in his lab for two years.

Jerry described early efforts to separate the wheat from the chaff at West Point as dramatically unsuccessful. He recalled in particular spending hundreds of hours showing cadets cards printed with pictures and asking the young men to make up stories to fit them. This test was meant to unearth deep-seated, unconscious motives, and the general idea was that cadets who visualized noble deeds and courageous accomplishments should be the ones who would graduate instead of dropping out. Like a lot of ideas that sound good in principle, this one didn’t work so well in practice. The stories the cadets told were colorful and fun to listen to, but they had absolutely nothing to do with decisions the cadets made in their actual lives.

Since then, several more generations of psychologists devoted themselves to the attrition issue, but not one researcher could say with much certainty why some of the most promising cadets routinely quit when their training had just begun.

Soon after learning about Beast, I found my way to the office of Mike Matthews, a military psychologist who’s been a West Point faculty member for years. Mike explained that the West Point admissions process successfully identified men and women who had the potential to thrive there. In particular, admissions staff calculate for each applicant something called the Whole Candidate Score, a weighted average of SAT or ACT exam scores, high school rank adjusted for the number of students in the applicant’s graduating class, expert appraisals of leadership potential, and performance on objective measures of physical fitness.

You can think of the Whole Candidate Score as West Point’s best guess at how much talent applicants have for the diverse rigors of its four-year program. In other words, it’s an estimate of how easily cadets will master the many skills required of a military leader.

The Whole Candidate Score is the single most important factor in West Point admissions, and yet it didn’t reliably predict who would make it through Beast. In fact, cadets with the highest Whole Candidate Scores were just as likely to drop out as those with the lowest. And this was why Mike’s door was open to me.

From his own experience joining the air force as a young man, Mike had a clue to the riddle. While the rigors of his induction weren’t quite as harrowing as those of West Point, there were notable similarities. The most important were challenges that exceeded current skills. For the first time in their lives, Mike and the other recruits were being asked, on an hourly basis, to do things they couldn’t yet do. “Within two weeks,” Mike recalls, “I was tired, lonely, frustrated, and ready to quit—as were all of my classmates.”

Some did quit, but Mike did not.

What struck Mike was that rising to the occasion had almost nothing to do with talent. Those who dropped out of training rarely did so from lack of ability. Rather, what mattered, Mike said, was a “never give up” attitude.

Around that time, it wasn’t just Mike Matthews who was talking to me about this kind of hang-in-there posture toward challenge. As a graduate student just beginning to probe the psychology of success, I was interviewing leaders in business, art, athletics, journalism, academia, medicine, and law: Who are the people at the very top of your field? What are they like? What do you think makes them special?

Some of the characteristics that emerged in these interviews were very field-specific. For instance, more than one businessperson mentioned an appetite for taking financial risks: “You’ve got to be able to make calculated decisions about millions of dollars and still go to sleep at night.” But this seemed entirely beside the point for artists, who instead mentioned a drive to create: “I like making stuff. I don’t know why, but I do.” In contrast, athletes mentioned a different kind of motivation, one driven by the thrill of victory: “Winners love to go head-to-head with other people. Winners hate losing.”

In addition to these particulars, there emerged certain commonalities, and they were what interested me most. No matter the field, the most successful people were lucky and talented. I’d heard that before, and I didn’t doubt it.

But the story of success didn’t end there. Many of the people I talked to could also recount tales of rising stars who, to everyone’s surprise, dropped out or lost interest before they could realize their potential.

Apparently, it was critically important—and not at all easy—to keep going after failure: “Some people are great when things are going well, but they fall apart when things aren’t.” High achievers described in these interviews really stuck it out: “This one guy, he wasn’t actually the best writer at the beginning. I mean, we used to read his stories and have a laugh because the writing was so, you know, clumsy and melodramatic. But he got better and better, and last year he won a Guggenheim.” And they were constantly driven to improve: “She’s never satisfied. You’d think she would be, by now, but she’s her own harshest critic.” The highly accomplished were paragons of perseverance.

Why were the highly accomplished so dogged in their pursuits? For most, there was no realistic expectation of ever catching up to their ambitions. In their own eyes, they were never good enough. They were the opposite of complacent. And yet, in a very real sense, they were satisfied being unsatisfied. Each was chasing something of unparalleled interest and importance, and it was the chase—as much as the capture—that was gratifying. Even if some of the things they had to do were boring, or frustrating, or even painful, they wouldn’t dream of giving up. Their passion was enduring.

In sum, no matter the domain, the highly successful had a kind of ferocious determination that played out in two ways. First, these exem...

Table of contents

• Dedication
• Contents
• Preface
• Part I: What Grit is and Why it Matters
• Part II: Growing Grit from the Inside Out
• Part III: Growing Grit from the Outside In
• Acknowledgments
• Recommended Reading
• Notes
• Index
• About the Author
• Praise
• Credits
• Copyright
• About the Publisher