Select an item by clicking its checkbox
Non-Cognitive Skills and Factors in Educational Attainment
Additional Info:
In the field of education, researchers firmly believe that non-cognitive skills and factors are equally or even more important than cognitive aspects in the educative process and for employment potentials. When identifying the personal qualities that are required to function well in the 21st century, the role of non-cognitive factors is often highlighted in the discourse. In recent years, increasing attempts have been made to investigate the role of non-cognitive factors in academic success. The notion of ‘non-cognitive’ has many phraseological collocations. Among frequently used collocations are constructs, traits, skills, abilities, variables, outcomes, attributes, and predictors. In addition, a myriad of other specific skills have been identified as non-cognitive. To name a few: grit, tenacity, curiosity, attitudes, self-concept, self-efficacy, anxiety, coping strategies, motivation, perseverance, confidence are among those frequently referred to in the literature. In some instances, non-cognitive factors are considered multifaceted. Some refer them to soft skills and personal characteristics that fall under the purview of affective domain.
This book attempts to define non-cognitive traits, ways to measure them, impact of non-cognitive factors and how they can affect the positive outcomes in academic achievement, influence in employability, and success in social life. The information contained in this book provides knowledge growth and current thinking about non-cognitive factors and educational strategies that can be effectively used to nurture the well-being of individuals. (From the Publisher)
Table Of Content:
Preliminary Material
Ch 1. Non-cognitive Skills and Factors in Educational Success and Academic Achievement
Ch 2. Connecting Noncognitive Development to the Educational Pipeline
Ch 3. The Need to Address Non-cognitive Skills in the Education Policy Agenda
Ch 4. Non-Cognitive Variables and Academic Achievement
Ch 5. Considering Non-cognitive Factors in the Preparation and Selection of Educators
Ch 6. Understanding Attitudes in Education
Ch 7. Relation Between Non-cognitive Factors of Learning and the Students’ Academic Performance
Ch 8. Non-Cognitive Influences on Academic Achievement
Ch 9. A Synthesis of Causal Evidence Linking Non-cognitive Skills to Later Outcomes for Children and Adolescents
Ch 10. Non-cognitive Factors of Learning as Early Indicators of Students At-Risk of Failing in Tertiary Education
Ch 11. Restricted Access The Measurement of Social and Emotional Skills and their Association with Academic Attainment in British Cohort Studies
Ch 12. Non-cognitive Assessment and Student Engagement
Ch 13. Implicit Broken Structure
Ch 14. The Study of Non-cognitive Attributes in Education
Ch 15. Mental Toughness
Ch 16. It Is Not about “Being Best in the World” … It Is about “Being Best for the World”
Ch 17. The Role of Non-cognitive Factors in Pathways to College Attendance and Degree Completion
Ch 18. Non-cognitive Correlates of Emirati Adolescents’ Mathematics Performance
Ch 19. Noncognitive Skills
Ch 20. Non-cognitive Variables and Academic Success
Index
In the field of education, researchers firmly believe that non-cognitive skills and factors are equally or even more important than cognitive aspects in the educative process and for employment potentials. When identifying the personal qualities that are required to function well in the 21st century, the role of non-cognitive factors is often highlighted in the discourse. In recent years, increasing attempts have been made to investigate the role of non-cognitive factors in academic success. The notion of ‘non-cognitive’ has many phraseological collocations. Among frequently used collocations are constructs, traits, skills, abilities, variables, outcomes, attributes, and predictors. In addition, a myriad of other specific skills have been identified as non-cognitive. To name a few: grit, tenacity, curiosity, attitudes, self-concept, self-efficacy, anxiety, coping strategies, motivation, perseverance, confidence are among those frequently referred to in the literature. In some instances, non-cognitive factors are considered multifaceted. Some refer them to soft skills and personal characteristics that fall under the purview of affective domain.
This book attempts to define non-cognitive traits, ways to measure them, impact of non-cognitive factors and how they can affect the positive outcomes in academic achievement, influence in employability, and success in social life. The information contained in this book provides knowledge growth and current thinking about non-cognitive factors and educational strategies that can be effectively used to nurture the well-being of individuals. (From the Publisher)
Table Of Content:
Preliminary Material
Ch 1. Non-cognitive Skills and Factors in Educational Success and Academic Achievement
Ch 2. Connecting Noncognitive Development to the Educational Pipeline
Ch 3. The Need to Address Non-cognitive Skills in the Education Policy Agenda
Ch 4. Non-Cognitive Variables and Academic Achievement
Ch 5. Considering Non-cognitive Factors in the Preparation and Selection of Educators
Ch 6. Understanding Attitudes in Education
Ch 7. Relation Between Non-cognitive Factors of Learning and the Students’ Academic Performance
Ch 8. Non-Cognitive Influences on Academic Achievement
Ch 9. A Synthesis of Causal Evidence Linking Non-cognitive Skills to Later Outcomes for Children and Adolescents
Ch 10. Non-cognitive Factors of Learning as Early Indicators of Students At-Risk of Failing in Tertiary Education
Ch 11. Restricted Access The Measurement of Social and Emotional Skills and their Association with Academic Attainment in British Cohort Studies
Ch 12. Non-cognitive Assessment and Student Engagement
Ch 13. Implicit Broken Structure
Ch 14. The Study of Non-cognitive Attributes in Education
Ch 15. Mental Toughness
Ch 16. It Is Not about “Being Best in the World” … It Is about “Being Best for the World”
Ch 17. The Role of Non-cognitive Factors in Pathways to College Attendance and Degree Completion
Ch 18. Non-cognitive Correlates of Emirati Adolescents’ Mathematics Performance
Ch 19. Noncognitive Skills
Ch 20. Non-cognitive Variables and Academic Success
Index