Long‑term success is not one thing. The best predictors are conscientiousness/self‑control, self‑efficacy and agency, learning orientation (growth mindset), psychological flexibility, emotion skills, focused goals with feedback, useful habits, diverse social networks, and energy management (Roberts et al., 2007; Moffitt et al., 2011; Yeager et al., 2019; Kashdan & Rottenberg, 2010; MacCann et al., 2020; Locke & Latham, 2002; Lally et al., 2010; Granovetter, 1973; Hillman et al., 2008). “Grit” adds value when defined as finishing what matters, but much of its power overlaps with conscientiousness (Duckworth et al., 2007; Credé et al., 2017). The good news: these are trainable.
What do we mean by “success”?
Success here means doing well across work/education, health, and relationships, while maintaining wellbeing and ethics. Personality and skill factors together predict these outcomes—often as strongly as IQ or socioeconomic status (Roberts et al., 2007).
The big picture: which traits matter most (and why)
1) Conscientiousness and self‑control
High conscientiousness—orderliness, reliability, perseverance—predicts grades, job performance, health behaviours and longer life (Roberts et al., 2007; Poropat, 2009). Childhood self‑control predicts adult health, wealth and lower crime independent of IQ/SES (Moffitt et al., 2011).
Build it: shrink tasks; use checklists; remove friction for good habits and add friction for temptations; schedule “implementation intentions” (Gollwitzer, 1999; Lally et al., 2010).
2) Self‑efficacy and agency
Belief in your ability to execute plans (self‑efficacy) predicts performance across domains (Bandura, 1997; Stajkovic & Luthans, 1998).
Build it: master small wins, model others’ strategies, get credible feedback, and rehearse setbacks (Bandura, 1997).
3) Learning orientation (growth mindset)
Viewing abilities as improvable increases persistence—in the right contexts. A large national field trial found growth‑mindset messages helped lower‑achieving students in supportive classrooms (Yeager et al., 2019).
Build it: set process goals; praise strategy/effort; study errors; pick “near‑challenge” tasks.
4) Psychological flexibility
The capacity to shift perspective and behaviour in the service of values, even with uncomfortable thoughts/feelings, predicts resilience and lower psychopathology (Kashdan & Rottenberg, 2010).
Build it: notice‑name thoughts, clarify values, take the next useful action (Acceptance and Commitment Therapy skills).
5) Emotional intelligence and high‑quality listening
Ability‑based emotional intelligence relates to academic/work performance beyond personality and IQ (MacCann et al., 2020). High‑quality listening increases speakers’ clarity and reduces anxiety (Itzchakov, Kluger & Castro, 2017).
Build it: ask more follow‑ups, summarise what you heard, label emotions without judgement.
6) Focused goals and feedback
Specific, difficult, self‑concordant goals with feedback improve performance (Locke & Latham, 2002; Sheldon & Elliot, 1999).
Build it: write “what‑by‑when‑how‑measured”, use weekly reviews, and pre‑commit to next steps.
7) Deliberate practice (with nuance)
Structured practice that targets weaknesses predicts expertise, but it’s not everything (Ericsson et al., 1993; Macnamara, Hambrick & Oswald, 2014).
Build it: short, focused reps with feedback; rest cycles; keep some play/exploration.
8) Habits and environment design
Habits reduce reliance on willpower. In field data, everyday health/productivity habits form over weeks to months (median ~66 days) (Lally et al., 2010).
Build it: pair new actions with existing cues; make the first 60 seconds easy; track consistency, not streaks.
9) Social capital: strong and weak ties
Close ties provide support; weak ties surface new information and opportunities (Granovetter, 1973). People who bridge groups generate more ideas and have broader access to resources (Burt, 2004).
Build it: rotate who you learn from; reconnect dormant ties; contribute before you ask.
10) Energy management: sleep, movement, attention
Adequate sleep and regular physical activity improve memory, self‑control and mood (Hillman et al., 2008; Pilcher & Huffcutt, 1996). Brief mindfulness improves regulation and attention networks (Tang, Hölzel & Posner, 2015).
Build it: fixed wake time; device cut‑off before bed; 3×/week moderate exercise; 10 minutes/day of breath‑anchored attention.
11) Resilience with self‑compassion
Self‑compassion supports persistence after failure and lowers anxiety/depression (Neff, 2003; MacBeth & Gumley, 2012).
Build it: after setbacks, write a short note to yourself as you would to a friend; extract one lesson; try again.
12) Grit (finish what matters)
Grit—perseverance and passion for long‑term goals—predicts retention and progress in some settings, but overlaps strongly with conscientiousness (Duckworth et al., 2007; Credé et al., 2017).
Use it wisely: stick to values‑aligned goals; drop projects that no longer serve your aims.
Evidence at a glance (selected outcomes)
| Trait / habit | Key outcome links |
|---|---|
| Conscientiousness/self‑control | Academic/work performance, health, longevity (Poropat, 2009; Roberts et al., 2007; Moffitt et al., 2011) |
| Self‑efficacy | Better performance and persistence (Bandura, 1997; Stajkovic & Luthans, 1998) |
| Growth mindset/learning climate | Gains for lower‑achieving students in supportive contexts (Yeager et al., 2019) |
| Psychological flexibility | Lower distress, better functioning (Kashdan & Rottenberg, 2010) |
| Emotional intelligence/listening | Academic/work outcomes; relationship quality (MacCann et al., 2020; Itzchakov et al., 2017) |
| Goal setting + feedback | Higher performance across tasks (Locke & Latham, 2002) |
| Deliberate practice | Expertise (partial predictor) (Ericsson et al., 1993; Macnamara et al., 2014) |
| Habits/implementation intentions | Higher adherence, behaviour change (Lally et al., 2010; Gollwitzer, 1999) |
| Social capital (weak ties) | Job mobility, innovation (Granovetter, 1973; Burt, 2004) |
| Sleep/exercise/mindfulness | Cognitive control, mood (Hillman et al., 2008; Pilcher & Huffcutt, 1996; Tang et al., 2015) |
| Self‑compassion | Resilience, mental health (Neff, 2003; MacBeth & Gumley, 2012) |
A 30‑day build plan (practical and doable)
Week 1: Clarity & cues
• Pick one 90‑day goal; write what‑by‑when‑how‑measured.
• Set if‑then plans for two keystone habits (sleep wind‑down; 20‑minute focused work block).
• Send two reconnection emails.
Week 2: Practice & feedback
• Do 3 × 25‑minute deliberate‑practice blocks on a weak area; log lessons.
• Ask a colleague for one piece of specific feedback; summarise back to them.
• Do 10 minutes/day of breath‑anchored attention.
Week 3: Flexibility & energy
• Write your top values; take one values‑consistent action that feels uncomfortable.
• Move your phone out of the bedroom; fix your wake time for 7 days.
• One hour of helping behaviour for someone else’s project.
Week 4: Review & recommit
• Score progress on your metric; adjust the plan.
• Decide what to persist with and what to pivot from.
• Schedule month‑two practice blocks and two new weak‑tie conversations.
FAQs
Isn’t success mostly talent or luck?
They matter, but across large samples personality and habits predict life outcomes as strongly as cognitive ability (Roberts et al., 2007). You can’t control luck—but you can control preparation and persistence.
Does “grit” really work?
Grit correlates with outcomes, but much of its effect is shared with conscientiousness (Credé et al., 2017). Focus on finishing what matters, not never quitting.
How long does it take to build a habit?
Median ~66 days, with wide variation (Lally et al., 2010). Design your environment so success is the default.
Can therapy help with these traits?
Yes. Interventions can shift personality facets (e.g., emotional stability, conscientiousness) and skills like flexibility and self‑compassion (Roberts et al., 2006; Neff, 2003; Kashdan & Rottenberg, 2010).
How TherapyNearMe.com.au can help
- Telehealth psychology (Australia‑wide): Build self‑control, flexibility and confidence with CBT/ACT and coaching.
- NDIS psychology & behaviour support: Practical help to build daily‑living skills and routines.
- Resources: Articles and tools on sleep, anxiety, mood and performance.
Book online at TherapyNearMe.com.au • Call 1800 NEAR ME.
References
Bandura, A. (1997) Self‑efficacy: The exercise of control. New York: W.H. Freeman.
Burt, R.S. (2004) ‘Structural holes and good ideas’, American Journal of Sociology, 110(2), pp. 349–399.
Credé, M., Tynan, M.C. & Harms, P.D. (2017) ‘Much ado about grit: A meta‑analytic synthesis of the grit literature’, Journal of Personality and Social Psychology, 113(3), pp. 492–511.
Duckworth, A.L., Peterson, C., Matthews, M.D. & Kelly, D.R. (2007) ‘Grit: Perseverance and passion for long‑term goals’, Journal of Personality and Social Psychology, 92(6), pp. 1087–1101.
Ericsson, K.A., Krampe, R.T. & Tesch‑Römer, C. (1993) ‘The role of deliberate practice in the acquisition of expert performance’, Psychological Review, 100(3), pp. 363–406.
Gollwitzer, P.M. (1999) ‘Implementation intentions: Strong effects of simple plans’, American Psychologist, 54(7), pp. 493–503.
Granovetter, M.S. (1973) ‘The strength of weak ties’, American Journal of Sociology, 78(6), pp. 1360–1380.
Hillman, C.H., Erickson, K.I. & Kramer, A.F. (2008) ‘Be smart, exercise your heart: Exercise effects on brain and cognition’, Nature Reviews Neuroscience, 9(1), pp. 58–65.
Itzchakov, G., Kluger, A.N. & Castro, D.R. (2017) ‘I am aware of my feelings but can’t express them: The effects of high‑quality listening on speakers’ clarity and job attitudes’, European Journal of Work and Organizational Psychology, 26(6), pp. 1–13.
Kashdan, T.B. & Rottenberg, J. (2010) ‘Psychological flexibility as a fundamental aspect of health’, Clinical Psychology Review, 30(7), pp. 865–878.
Lally, P., van Jaarsveld, C.H.M., Potts, H.W.W. & Wardle, J. (2010) ‘How are habits formed in the real world?’, European Journal of Social Psychology, 40(6), pp. 998–1009.
Locke, E.A. & Latham, G.P. (2002) ‘Building a practically useful theory of goal setting and task motivation’, American Psychologist, 57(9), pp. 705–717.
MacBeth, A. & Gumley, A. (2012) ‘Exploring compassion: A meta‑analysis of the association between self‑compassion and psychopathology’, Clinical Psychology Review, 32(6), pp. 545–552.
MacCann, C., Jiang, Y., Brown, L.E.R., Double, K.S., Bucich, M. & Minbashian, A. (2020) ‘Emotional intelligence predicts academic performance: A meta‑analysis’, Psychological Bulletin, 146(2), pp. 150–186.
Macnamara, B.N., Hambrick, D.Z. & Oswald, F.L. (2014) ‘Deliberate practice and performance in music, games, sports, education, and professions’, Psychological Science, 25(8), pp. 1608–1618.
Moffitt, T.E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R.J., Harrington, H. et al. (2011) ‘A gradient of childhood self‑control predicts health, wealth, and public safety’, Proceedings of the National Academy of Sciences, 108(7), pp. 2693–2698.
Neff, K.D. (2003) ‘Self‑compassion: An alternative conceptualization of a healthy attitude toward oneself’, Self and Identity, 2(2), pp. 85–101.
Pilcher, J.J. & Huffcutt, A.I. (1996) ‘Effects of sleep deprivation on performance: A meta‑analysis’, Sleep, 19(4), pp. 318–326.
Poropat, A.E. (2009) ‘A meta‑analysis of the five‑factor model of personality and academic performance’, Psychological Bulletin, 135(2), pp. 322–338.
Roberts, B.W., Kuncel, N.R., Shiner, R., Caspi, A. & Goldberg, L.R. (2007) ‘The power of personality: The comparative validity of personality, socioeconomic status, and cognitive ability for predicting important life outcomes’, Perspectives on Psychological Science, 2(4), pp. 313–345.
Roberts, B.W., Walton, K.E. & Viechtbauer, W. (2006) ‘Patterns of mean‑level change in personality traits across the life course: A meta‑analysis of longitudinal studies’, Psychological Bulletin, 132(1), pp. 1–25.
Sheldon, K.M. & Elliot, A.J. (1999) ‘Goal striving, need satisfaction, and longitudinal well‑being: The self‑concordance model’, Journal of Personality and Social Psychology, 76(3), pp. 482–497.
Stajkovic, A.D. & Luthans, F. (1998) ‘Self‑efficacy and work‑related performance: A meta‑analysis’, Psychological Bulletin, 124(2), pp. 240–261.
Tang, Y.Y., Hölzel, B.K. & Posner, M.I. (2015) ‘The neuroscience of mindfulness meditation’, Nature Reviews Neuroscience, 16(4), pp. 213–225.
Yeager, D.S., Hanselman, P., Walton, G.M., Murray, J.S., Crosnoe, R., Muller, C. et al. (2019) ‘A national experiment reveals where a growth mindset improves achievement’, Nature, 573(7774), pp. 364–369.
General information only. For personalised strategies to build these traits, consider a Telehealth session with a registered psychologist via TherapyNearMe.com.au. If you need urgent help, call 000 or Lifeline 13 11 14.
