Is intelligence negligible?

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Is intelligence essential for good school performance? This book challenges that notion through an extensive study across seven countries (Australia, Canada, Germany, Hong Kong, Japan, Taiwan, and the USA). It compiled responses from over 2,500 secondary school students, their parents, and teachers, revealing that self-confidence and adherence to school regulations are more crucial than intelligence. The findings are presented with meticulous attention to cross-cultural social research details. Interestingly, a student's self-confidence appears to derive more from family satisfaction and the overall school environment rather than direct achievements. The study indicates that students' evaluations of their schoolwork are significantly influenced by personality traits acknowledged by teachers and their willingness to adapt, rather than their individual skills. In light of these results, the author advocates for a shift in teacher education priorities, emphasizing guidance over mere instruction. Additionally, the author calls for reforms in school psychology programs, suggesting a transition from student-centered counseling to a more systemic, family-oriented approach.