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After several more years of teaching, I came to the conclusion that what we need in education
经过几年教学之后，我得出一个结论，我们在教育方面所需要的是
is a much better understanding of students and learning from a motivational perspective, from a psychological perspective.
从学习动力的角度和心理学的角度，对学生和学习行为进行一次更为深刻的理解。
In education, the one thing we know how to measure best is I.Q.,
在教育体系中，我们都知道评价优秀学生的标准就是IQ，
but what if doing well in school and in life depends on much more than your ability to learn quickly and easily?
但如果在学校和生活中的优秀表现，远不仅仅依赖于你轻松高效学习的能力呢？
So I left the classroom, and I went to graduate school to become a psychologist.
所有我离开了讲台，回到学校继续攻读心理学硕士学位。
I started studying kids and adults in all kinds of super challenging settings,
我开始研究孩子和大人，在各种非常具有挑战性的情况下，
and in every study my question was, who is successful here and why?
以及在各项研究中，我的问题是谁才是成功者，为什么他们会成功？
My research team and I went to West Point Military Academy.
我和我的研究团队前往西点军校展开调研。
We tried to predict which cadets would stay in military training and which would drop out.
我们试图预测哪些学员能够耐得住军队的训练，哪些会被淘汰出局。
We went to the National Spelling Bee and tried to predict which children would advance farthest in competition.
我们前去观摩全国拼字比赛，同时也试着预测哪些孩子会晋级到最后的比赛。
We studied rookie teachers working in really tough neighborhoods,
我们研究在恶劣的工作环境下工作的，刚入行的老师，
asking which teachers are still going to be here in teaching by the end of the school year,
询问他们哪些老师决定会在学年结束后继续留下来任教，
and of those, who will be the most effective at improving learning outcomes for their students?
以及他们之中谁能最快地提高学生的学习成绩。
We partnered with private companies, asking, which of these salespeople is going to keep their jobs?
我们与私企合作，向他们询问哪些销售人员可以保住工作？
And who's going to earn the most money?
哪些可以赚钱最多？
In all those very different contexts, one characteristic emerged as a significant predictor of success.
在所有那些不同的情境下，一种性格特征凸显了出来，这种特征在很大程度上预示了成功。
And it wasn't social intelligence. It wasn't good looks, physical health, and it wasn't I.Q. It was grit.
而且它并不是社交智力。不是漂亮的外表，强健的体魄，也不是很高的IQ，它是毅力。
