Non-cognitive Skills and Factors in Educational Attainment /
Non-cognitive Skills and Factors in Educational Attainment /
Myint Swe Khine, Shaljan Areepattamannil.
- 1 online resource.
- Contemporary Approaches to Research in Learning Innovations; v. 9 Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001 .
- Contemporary Approaches to Research in Learning Innovations 9. Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001. .
Includes bibliographical references and index.
Preliminary Material / Non-cognitive Skills and Factors in Educational Success and Academic Achievement / Connecting Noncognitive Development to the Educational Pipeline / The Need to Address Non-cognitive Skills in the Education Policy Agenda / Non-Cognitive Variables and Academic Achievement / Considering Non-cognitive Factors in the Preparation and Selection of Educators / Understanding Attitudes in Education / Relation Between Non-cognitive Factors of Learning and the Students’ Academic Performance / Non-Cognitive Influences on Academic Achievement / A Synthesis of Causal Evidence Linking Non-cognitive Skills to Later Outcomes for Children and Adolescents / Non-cognitive Factors of Learning as Early Indicators of Students At-Risk of Failing in Tertiary Education / The Measurement of Social and Emotional Skills and their Association with Academic Attainment in British Cohort Studies / Non-cognitive Assessment and Student Engagement / Implicit Broken Structure / The Study of Non-cognitive Attributes in Education / Mental Toughness / It Is Not about “Being Best in the World” … It Is about “Being Best for the World” / The Role of Non-cognitive Factors in Pathways to College Attendance and Degree Completion / Non-cognitive Correlates of Emirati Adolescents’ Mathematics Performance / Noncognitive Skills / Non-cognitive Variables and Academic Success / Index / Myint Swe Khine and Shaljan Areepattamannil -- Myint Swe Khine -- Kevin T. Petway , Meghan W. Brenneman and Patrick C. Kyllonen -- Emma García -- Maria-Jose Sanchez-Ruiz , Jamil El Khoury , George Saadé and Miriam Salkhanian -- John R. McIntyre and Rebecca Vecchione -- Anastasiya A. Lipnevich , Kalina Gjicali and Stefan Krumm -- Valerica Anghelache -- Jihyun Lee and Lazar Stankov -- Leslie Morrison Gutman and Ingrid Schoon -- Geraldine Gray , Colm McGuinness and Philip Owende -- Heather Joshi , Bilal Nasim and Alissa Goodman -- Anna Nadirova and John Burger -- Danny Moiré Thom and Marni Finkelstein -- Peter Clough , Steven Oakes , Neil Dagnall , Helen St Clair-Thompson and Sarah McGeown -- Helen St Clair-Thompson and Sarah McGeown -- Margaret Anne Carter , Merilyn Dasson and Katerina Kanakis -- Suh-Ruu Ou and Arthur J. Reynolds -- Shaljan Areepattamannil , Anita G. Welch , Michael Melkonian and Sumaya Saqr -- Ildefonso Mendez and Gema Zamarro -- Ernest Afari and Myint Swe Khine -- Myint Swe Khine and Shaljan Areepattamannil.
Available to subscribing member institutions only.
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.
9789463005913
10.1007/978-94-6300-591-3 DOI
Affective education.
Educational psychology.
LB1072
370.15/3
Includes bibliographical references and index.
Preliminary Material / Non-cognitive Skills and Factors in Educational Success and Academic Achievement / Connecting Noncognitive Development to the Educational Pipeline / The Need to Address Non-cognitive Skills in the Education Policy Agenda / Non-Cognitive Variables and Academic Achievement / Considering Non-cognitive Factors in the Preparation and Selection of Educators / Understanding Attitudes in Education / Relation Between Non-cognitive Factors of Learning and the Students’ Academic Performance / Non-Cognitive Influences on Academic Achievement / A Synthesis of Causal Evidence Linking Non-cognitive Skills to Later Outcomes for Children and Adolescents / Non-cognitive Factors of Learning as Early Indicators of Students At-Risk of Failing in Tertiary Education / The Measurement of Social and Emotional Skills and their Association with Academic Attainment in British Cohort Studies / Non-cognitive Assessment and Student Engagement / Implicit Broken Structure / The Study of Non-cognitive Attributes in Education / Mental Toughness / It Is Not about “Being Best in the World” … It Is about “Being Best for the World” / The Role of Non-cognitive Factors in Pathways to College Attendance and Degree Completion / Non-cognitive Correlates of Emirati Adolescents’ Mathematics Performance / Noncognitive Skills / Non-cognitive Variables and Academic Success / Index / Myint Swe Khine and Shaljan Areepattamannil -- Myint Swe Khine -- Kevin T. Petway , Meghan W. Brenneman and Patrick C. Kyllonen -- Emma García -- Maria-Jose Sanchez-Ruiz , Jamil El Khoury , George Saadé and Miriam Salkhanian -- John R. McIntyre and Rebecca Vecchione -- Anastasiya A. Lipnevich , Kalina Gjicali and Stefan Krumm -- Valerica Anghelache -- Jihyun Lee and Lazar Stankov -- Leslie Morrison Gutman and Ingrid Schoon -- Geraldine Gray , Colm McGuinness and Philip Owende -- Heather Joshi , Bilal Nasim and Alissa Goodman -- Anna Nadirova and John Burger -- Danny Moiré Thom and Marni Finkelstein -- Peter Clough , Steven Oakes , Neil Dagnall , Helen St Clair-Thompson and Sarah McGeown -- Helen St Clair-Thompson and Sarah McGeown -- Margaret Anne Carter , Merilyn Dasson and Katerina Kanakis -- Suh-Ruu Ou and Arthur J. Reynolds -- Shaljan Areepattamannil , Anita G. Welch , Michael Melkonian and Sumaya Saqr -- Ildefonso Mendez and Gema Zamarro -- Ernest Afari and Myint Swe Khine -- Myint Swe Khine and Shaljan Areepattamannil.
Available to subscribing member institutions only.
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.
9789463005913
10.1007/978-94-6300-591-3 DOI
Affective education.
Educational psychology.
LB1072
370.15/3