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The “marshmallow test” is often referred to by people advocate the power of willpower and delayed gratification. The test – created by Stanford psychologist Walter Mischel in the 1960s – involved placing a marshmallow in front of a child, and then telling that child if she could avoid eating it for 15 minutes, she’d be given an additional marshmallow. Mischel’s team then tracked these kids over time, and showed that the kids who were able to wait that 15 minutes had better outcomes later in life, and were better able to cope with frustration and stress as teenagers. Turns out, that might not be the whole story. NYU’s Tyler Watts and UC Irvine’s Greg Duncan and Hoanan Quan did the experiment again, but this time, they changed things up. In restaging the experiment, Watts and his colleagues thus adjusted the experimental design in important ways: The researchers used a sample that was much larger—more than 900 children—and also more representative of the general population in terms of race, ethnicity, and parents’ education.

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The researchers also, when analyzing their test’s results, controlled for certain factors—such as the income of a child’s household—that might explain children’s ability to delay gratification and their long-term success. Ultimately, the new study finds limited support for the idea that being able to delay gratification leads to better outcomes. Instead, it suggests that the capacity to hold out for a second marshmallow is shaped in large part by a child’s social and economic background—and, in turn, that that background, not the ability to delay gratification, is what’s behind kids’ long-term success.” The study also pointed out that poor kids are more likely to eat the first marshmallow because they don’t have stockpiles of food at home, whereas a wealthy kid can wait the 15 minutes because there’s never a worry about going hungry. And for the poor kid who’s told that food is coming if they wait, well, that’s not always the case, either.

So there might be a problem with their trust of adults. As a takeaway, it might be worth noting the problem with many psychological studies – replication of findings. As The Atlantic points out: Some scholars and journalists have gone so far to suggest that psychology is in the midst of a “.” In the case of this new study, specifically, the failure to confirm old assumptions pointed to an important truth: that circumstances matter more in shaping children’s lives than Mischel and his colleagues seemed to appreciate •. A principal suggested that a recently-promoted “teacher coach” spend some time as a student, and what she found was significantly intriguing. Her biggest takeaway is that students are too often passively absorbing information instead of being actively engaged in learning, and this makes being a student incredibly tiring (Grant Wiggins, the blogger who posted the teacher’s story, didn’t name her). In eight periods of high school classes, my host students rarely spoke I don’t mean to imply critically that only the teachers droned on while students just sat and took notes. But still most of the students’ day was spent passively absorbing information.

It was not just the sitting that was draining but that so much of the day was spent absorbing information but not often grappling with it. I asked my tenth-grade host, Cindy, if she felt like she made important contributions to class or if, when she was absent, the class missed out on the benefit of her knowledge or contributions, and she laughed and said no I was struck by this takeaway in particular because it made me realize how little autonomy students have, how little of their learning they are directing or choosing. Here are the teacher’s three takeaways: • Students sit all day, and sitting is exhausting • High School students are sitting passively and listening during approximately 90% of their classes • You feel a little bit like a nuisance all day long That last part about being a nuisance really struck me. Here’s how she explains it: I lost count of how many times we were told be quiet and pay attention you start to feel sorry for the students who are told over and over again to pay attention because you understand part of what they are reacting to is sitting and listening all day.