Non-cognitive Skills and Factors in Educational Attainment
Non-cognitive Skills and Factors in Educational Attainment

Author: Myint Swe Khine

Publisher: Springer

Published: 2016-07-28

Total Pages: 437

ISBN-13: 9463005919

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This volume addresses questions that lie at the core of research into education. It examines the way in which the institutional embeddedness and the social and ethnic composition of students affect educational performance, skill formation, and behavioral outcomes. It discusses the manner in which educational institutions accomplish social integration. It poses the question of whether they can reduce social inequality, – or whether they even facilitate the transformation of heterogeneity into social inequality. Divided into five parts, the volume offers new insights into the many factors, processes and policies that affect performance levels and social inequality in educational institutions. It presents current empirical work on social processes in educational institutions and their outcomes. While its main focus is on the primary and secondary level of education and on occupational training, the book also presents analyses of institutional effects on transitions from vocational training into tertiary educational institutions in an interdisciplinary and internationally comparative approach.

Noncognitive Skills in the Classroom
Noncognitive Skills in the Classroom

Author: Jeffrey A. Rosen

Publisher: RTI Press

Published: 2010-09-27

Total Pages: 216

ISBN-13: 1934831026

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This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.

Non-cognitive Factors Affecting Undergraduate Student Success in Core Composition Courses
Non-cognitive Factors Affecting Undergraduate Student Success in Core Composition Courses

Author: Samantha J. Spitak

Publisher:

Published: 2015

Total Pages: 54

ISBN-13:

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The intention of this study was to determine what, if any, non-cognitive factors affect student performance in core composition courses. “Non-cognitive factor” is a term referring to non-academic and non-intellectual characteristics of a student’s experience. These factors may be emotional, environmental, psychosocial, etc. Some prior research has been conducted on non-cognitive factors relating to admission of minority populations, but this research is likely to be outdated. Six potential non-cognitive factors were proposed for this study: Confidence, Motivation, Socioeconomic Class, Emotional Support, Campus Climate, and Living Situation. The results of this study indicated that non-cognitive factors do influence student performance in composition courses, although the data were limited based upon the respondent population’s characteristics. Respondents reported both positive and negative forms of impact from non-cognitive factors. Each of the factors did have some level of impact for the majority of respondents, with the exception of Socioeconomic Class, for which a negative effect was reported by some respondents but was considered to have no effect for the majority.

Measuring Noncognitive Variables
Measuring Noncognitive Variables

Author: William Sedlacek

Publisher: Taylor & Francis

Published: 2023-07-03

Total Pages: 264

ISBN-13: 1000981282

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Co-published in association with Big Picture Learning.Measuring Noncognitive Variables: Improving Admissions, Success, and Retention for Underrepresented Students is written for admissions professionals, counselors, faculty and advisers who admit, teach, or work with students during the admissions process and post-enrollment period. It brings together theory, research and practice related to noncognitive variables in a practical way by using assessment methods provided at no cost. Noncognitive variables have been shown to correlate with the academic success of students of all races, cultures, and backgrounds. Noncognitive variables include personal and social dimensions, adjustment, motivation, and student perceptions, rather than the traditional verbal and quantitative areas (often called cognitive) typically measured by standardized tests.Key Features include:* Models that raise concepts related to innovation, diversity and racism in proactive ways* Examples of admission and post-enrollment applications that show how schools and programs can use noncognitive variables in a variety of ways * Additional examples from foundations, professional associations, and K-12 programs* An overview of the limitations of traditional assessment methods such as admission tests, grades, and courses takenEducation professionals involved in the admissions process will find this guide effectively informs their practice. This guide is also appropriate as a textbook in a range of courses offered in Higher Education and Student Affairs Masters and PhD programs.

Re-examining the Influence of Non-cognitive, Person-centered Factors on Academic Success
Re-examining the Influence of Non-cognitive, Person-centered Factors on Academic Success

Author: Alexandra Pantze

Publisher:

Published: 2017

Total Pages: 86

ISBN-13:

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This project expands upon a previous study examining the effectiveness of non-cognitive variables in predicting cumulative grade point average for a sample of college students from Missouri State University. A total of 291 introductory psychology students and/or recipients of a multicultural leadership scholarship completed a questionnaire during the fall 2013 semester. The questionnaire assessed the following variables: (a) institutional integration, (b) university environment, (c) cultural congruity, (d) dispositional resilience/ hardiness, (e) academic self-efficacy, (f) big five personality factors, and (g) demographic variables, including family education and household income. The current data collection included cumulative GPA at the completion of summer and fall semesters of 2016. Regression analyses were conducted to examine which predictors were related to cumulative GPA. Intellectual and academic development was the only significant predictor for both summer and fall 2016 GPA. Future research should examine the impact of these non-cognitive variables in educational institutions when attempting to increase student retention.

Noncognitive psychological processes and academic achievement
Noncognitive psychological processes and academic achievement

Author: Jihyun Lee

Publisher: Routledge

Published: 2017-10-02

Total Pages: 133

ISBN-13: 1317278178

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It is becoming increasingly clear that non-cognitive psychological processes are important for students’ school achievement, even to the point where their influence may be stronger than that exerted by the parents, teachers, or the school atmosphere itself. Non-cognitive psychological variables refer to varieties of self-beliefs and goal orientations – such as anxiety, confidence, self-efficacy, and self-concept – which are often seen as dispositional and motivational in nature. It is particularly important to highlight the role that confidence and self-efficacy play in school achievement, as these two self-beliefs are related to metacognitive processing – the awareness of what you know and what you do not know. Self-concept, meanwhile, tends to exert its influence on an individual’s choice of tertiary level courses. This book suggests that by focusing on students’ self-beliefs, the education system may be in a position to improve cognitive performance, since individual students’ self-beliefs may be more malleable than the cognitive processes involved in acquiring academic knowledge. Focusing on these non-cognitive psychological processes is also likely to be more effective in improving performance than system-wide interventions involving changes in policy for both public and private sector educators. This book will be useful to educational researchers, school leaders, administrators, counsellors, and teachers, in guiding students’ attitudes towards learning and school performance. It will also provide students in psychology and education with broad and nuanced insights into the drivers of school achievement. This book was originally published as a special issue of Educational Psychology.

The Character Edge
The Character Edge

Author: Robert L. Caslen, Jr.

Publisher: St. Martin's Press

Published: 2020-10-13

Total Pages: 320

ISBN-13: 125025907X

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The former superintendent at West Point and a psychologist explain why all successful leaders rely on a foundation of strong character. Among the most successful leaders throughout history—from Abe Lincoln to Rosa Parks, Mahatma Gandhi to Susan B. Anthony, Martin Luther King, Jr. to Nelson Mandela—some were brilliant mathematicians and economists, others were creative visionaries, still others were masterful at strategic planning. Their mastery of their field wasn’t the secret to their highly effective leadership. All of their skill, grit, resilience, charisma, and courage emanated from one thing: their strength of character. Character—the moral values and habits of an individual—is in the spotlight now more than perhaps at any other point in modern history. Politicians distort facts. Corporations cheat customers and investors. Athletes are caught using illegal supplements. In addition to harming our culture at large, these failures of character have a profound and undermining impact on leadership. The authors of this book are experts on the value of character, its correlation with successful leadership, and how to build it in individuals and prospective leaders. General Robert L. Caslen, Jr. served the US Army for over 43 years and served as Superintendent at the US Military Academy at West Point. Psychologist Dr. Michael D. Matthews is a Professor of Engineering Psychology at West Point who has focused on the psychology of character for years. Together they witnessed firsthand that raw talent is not enough to stand on its own; successful leadership relies on the critical foundation of a strong character. In The Character Edge they leverage their perspectives to offer an empowering, story-driven argument—backed by the latest scientific research—that character is vital to success. They give readers the tools to build and sustain character in themselves and their organizations by testing readers' strengths of the gut, head and heart and teaching how to build trust and nurture the seeds of character.