We are in constant competition, both privately and professionally. The sooner you accept this, the better. Of course, there are different phases of intensity in life, and competition is not always immediately visible. Whether it’s a good job, a favorable starting position for your own business, contracts, life partners, a spot by the pool on vacation, or medals in sports—there’s always someone else who wants the same thing. Does that surprise you? There are different ways to deal with this situation: you can either complain and wish for a planet where there is no competition, or you can accept it positively and work hard and constantly to improve your ranking. Your choice! The starting point in the competition of life can vary, from disadvantaged residential areas (Friedrichs, J. & Blasius, J. (2000). Living in disadvantaged residential areas. Leske and Budrich), poverty (Meier, U., Preuße, H., & Sunnus, E. M. (2013). Profiles of Poverty: Households in precarious living conditions. Springer-Verlag), depending on the income strength of the household (Schupp, J., Gramlich, T., Isengard, B., Pischner, R., Wagner, G. G., & Rosenbladt, B. V. (2003). Representative analysis of the living conditions of high-income households), personal cognitive abilities (Schmidt-Atzert, L., Deter, B., & Jaeckel, S. (2004). Prediction of training success: General intelligence (g) or specific cognitive abilities? Journal of Personnel Psychology, 3(4), 147–158), access to early childhood education (Schlotter, M., & Wößmann, L. (2010). Early childhood education and later cognitive and non-cognitive abilities: German and international evidence. Quarterly Journal of Economic Research, 79(3), 99–120), coming from a non-academic or academic household (Peter, F., & Wittenberg, E. (2016). Children from non-academic households are more likely to want to study after an info workshop: Seven questions to Frauke Peter. DIW Weekly Report, 83(26), 566–566; Wienert, H. (2006). Income differences between non-academics and academics. Economic Service, 86(2), 105–111), conditions in school (Eichhorn, C. (2008). Classroom Management: How teachers, parents, and students create good teaching. Klett-Cotta), the tendency towards perfectionism (Spitzer, N. (2016). Perfectionism and clinical perfectionism—definitions and possible causes. In Perfectionism and its many psychological consequences (pp. 25–37). Springer) or exaggerated expectations of parents to systemic family therapy (Nemetschek, P. (2013). Systemic family therapy with children, adolescents, and parents: Life flow models and analogous methods. Klett-Cotta). As they say, everyone has their own cross to bear, and it’s up to us how we deal with the starting point. Please always remember: The winner is not recognized at the start, but at the finish line!

Accept Competition and go Full Throttle

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发表日期：

2025年

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Philipp Plugmann

摘要

We are in constant competition, both privately and professionally. The sooner you accept this, the better. Of course, there are different phases of intensity in life, and competition is not always immediately visible. Whether it’s a good job, a favorable starting position for your own business, contracts, life partners, a spot by the pool on vacation, or medals in sports—there’s always someone else who wants the same thing. Does that surprise you? There are different ways to deal with this situation: you can either complain and wish for a planet where there is no competition, or you can accept it positively and work hard and constantly to improve your ranking. Your choice! The starting point in the competition of life can vary, from disadvantaged residential areas (Friedrichs, J. & Blasius, J. (2000). Living in disadvantaged residential areas. Leske and Budrich), poverty (Meier, U., Preuße, H., & Sunnus, E. M. (2013). Profiles of Poverty: Households in precarious living conditions. Springer-Verlag), depending on the income strength of the household (Schupp, J., Gramlich, T., Isengard, B., Pischner, R., Wagner, G. G., & Rosenbladt, B. V. (2003). Representative analysis of the living conditions of high-income households), personal cognitive abilities (Schmidt-Atzert, L., Deter, B., & Jaeckel, S. (2004). Prediction of training success: General intelligence (g) or specific cognitive abilities? Journal of Personnel Psychology, 3(4), 147–158), access to early childhood education (Schlotter, M., & Wößmann, L. (2010). Early childhood education and later cognitive and non-cognitive abilities: German and international evidence. Quarterly Journal of Economic Research, 79(3), 99–120), coming from a non-academic or academic household (Peter, F., & Wittenberg, E. (2016). Children from non-academic households are more likely to want to study after an info workshop: Seven questions to Frauke Peter. DIW Weekly Report, 83(26), 566–566; Wienert, H. (2006). Income differences between non-academics and academics. Economic Service, 86(2), 105–111), conditions in school (Eichhorn, C. (2008). Classroom Management: How teachers, parents, and students create good teaching. Klett-Cotta), the tendency towards perfectionism (Spitzer, N. (2016). Perfectionism and clinical perfectionism—definitions and possible causes. In Perfectionism and its many psychological consequences (pp. 25–37). Springer) or exaggerated expectations of parents to systemic family therapy (Nemetschek, P. (2013). Systemic family therapy with children, adolescents, and parents: Life flow models and analogous methods. Klett-Cotta). As they say, everyone has their own cross to bear, and it’s up to us how we deal with the starting point. Please always remember: The winner is not recognized at the start, but at the finish line!