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020 _a9789463005913
_q(electronic book)
020 _z9789463005906
_q(print)
024 7 _a10.1007/978-94-6300-591-3
_2DOI
035 _a(OCoLC)959648393
040 _aNL-LeKB
_cNL-LeKB
_erda
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_2bicssc
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_2bisacsh
082 0 4 _a370.15/3
_223
245 1 0 _aNon-cognitive Skills and Factors in Educational Attainment /
_cMyint Swe Khine, Shaljan Areepattamannil.
264 1 _aLeiden,
_aBoston :
_bBrill | Sense,
_c2016.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aContemporary Approaches to Research in Learning Innovations;
_vv. 9
490 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504 _aIncludes bibliographical references and index.
505 0 0 _tPreliminary Material /
_rMyint Swe Khine and Shaljan Areepattamannil --
_tNon-cognitive Skills and Factors in Educational Success and Academic Achievement /
_rMyint Swe Khine --
_tConnecting Noncognitive Development to the Educational Pipeline /
_rKevin T. Petway , Meghan W. Brenneman and Patrick C. Kyllonen --
_tThe Need to Address Non-cognitive Skills in the Education Policy Agenda /
_rEmma García --
_tNon-Cognitive Variables and Academic Achievement /
_rMaria-Jose Sanchez-Ruiz , Jamil El Khoury , George Saadé and Miriam Salkhanian --
_tConsidering Non-cognitive Factors in the Preparation and Selection of Educators /
_rJohn R. McIntyre and Rebecca Vecchione --
_tUnderstanding Attitudes in Education /
_rAnastasiya A. Lipnevich , Kalina Gjicali and Stefan Krumm --
_tRelation Between Non-cognitive Factors of Learning and the Students’ Academic Performance /
_rValerica Anghelache --
_tNon-Cognitive Influences on Academic Achievement /
_rJihyun Lee and Lazar Stankov --
_tA Synthesis of Causal Evidence Linking Non-cognitive Skills to Later Outcomes for Children and Adolescents /
_rLeslie Morrison Gutman and Ingrid Schoon --
_tNon-cognitive Factors of Learning as Early Indicators of Students At-Risk of Failing in Tertiary Education /
_rGeraldine Gray , Colm McGuinness and Philip Owende --
_tThe Measurement of Social and Emotional Skills and their Association with Academic Attainment in British Cohort Studies /
_rHeather Joshi , Bilal Nasim and Alissa Goodman --
_tNon-cognitive Assessment and Student Engagement /
_rAnna Nadirova and John Burger --
_tImplicit Broken Structure /
_rDanny Moiré Thom and Marni Finkelstein --
_tThe Study of Non-cognitive Attributes in Education /
_rPeter Clough , Steven Oakes , Neil Dagnall , Helen St Clair-Thompson and Sarah McGeown --
_tMental Toughness /
_rHelen St Clair-Thompson and Sarah McGeown --
_tIt Is Not about “Being Best in the World” … It Is about “Being Best for the World” /
_rMargaret Anne Carter , Merilyn Dasson and Katerina Kanakis --
_tThe Role of Non-cognitive Factors in Pathways to College Attendance and Degree Completion /
_rSuh-Ruu Ou and Arthur J. Reynolds --
_tNon-cognitive Correlates of Emirati Adolescents’ Mathematics Performance /
_rShaljan Areepattamannil , Anita G. Welch , Michael Melkonian and Sumaya Saqr --
_tNoncognitive Skills /
_rIldefonso Mendez and Gema Zamarro --
_tNon-cognitive Variables and Academic Success /
_rErnest Afari and Myint Swe Khine --
_tIndex /
_rMyint Swe Khine and Shaljan Areepattamannil.
506 _aAvailable to subscribing member institutions only.
520 _aIn 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.
650 0 _aAffective education.
650 0 _aEducational psychology.
700 1 _aKhine, Myint Swe,
_eeditor.
700 1 _aAreepattamannil, Shaljan,
_eeditor.
776 0 8 _iPrint version:
_tNon-cognitive Skills and Factors in Educational Attainment
_dLeiden, Boston : Brill | Sense, 2016,
_z9789463005906
830 0 _aContemporary Approaches to Research in Learning Innovations
_v9.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6300-591-3
999 _c30647
_d30647