Which idea states that student success is more influenced by effective instruction and effort than by innate ability or fixed traits?

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Multiple Choice

Which idea states that student success is more influenced by effective instruction and effort than by innate ability or fixed traits?

The main idea here is that student success is shaped more by effective instruction and sustained effort than by innate ability. When we say success is determined by factors we can influence, we’re talking about determinants of success such as high-quality teaching, timely feedback, deliberate practice, and the student’s motivation to engage. This perspective highlights that achievement isn’t fixed at birth or tied to a single trait, but can grow with better instruction and effort, which aligns with a growth-oriented approach to learning. The best answer labels this idea as a determinant of success, since it emphasizes that outcomes depend on the various determinants we can affect, including how well students are taught and how hard they work. The other options describe fixed, inherent qualities—innate talent, fixed intelligence, and genetic potential—that imply outcomes are largely predetermined by nature, not by instructional quality or effort.

The main idea here is that student success is shaped more by effective instruction and sustained effort than by innate ability. When we say success is determined by factors we can influence, we’re talking about determinants of success such as high-quality teaching, timely feedback, deliberate practice, and the student’s motivation to engage. This perspective highlights that achievement isn’t fixed at birth or tied to a single trait, but can grow with better instruction and effort, which aligns with a growth-oriented approach to learning.

The best answer labels this idea as a determinant of success, since it emphasizes that outcomes depend on the various determinants we can affect, including how well students are taught and how hard they work. The other options describe fixed, inherent qualities—innate talent, fixed intelligence, and genetic potential—that imply outcomes are largely predetermined by nature, not by instructional quality or effort.

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