Non-cognitive Skills and Factors in Educational Attainment (Contemporary Approaches to Research in Learning Innovations, 9)

"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"--Provided by publisher Front Matter....Pages i-vi Front Matter....Pages 1-1 Non-Cognitive Skills and Factors in Educational Success and Academic Achievement....Pages 3-9 Front Matter....Pages 11-11 Connecting Noncognitive Development to the Educational Pipeline....Pages 13-29 The Need to Address Non-Cognitive Skills in the Education Policy Agenda1....Pages 31-64 Non-Cognitive Variables and Academic Achievement....Pages 65-85 Considering Non-Cognitive Factors in the Preparation and Selection of Educators....Pages 87-109 Understanding Attitudes in Education....Pages 111-127 Relation Between Non-Cognitive Factors of Learning and the Students’ Academic Performance....Pages 129-150 Front Matter....Pages 151-151 Non-Cognitive Influences on Academic Achievement....Pages 153-169 A Synthesis of Causal Evidence Linking Non-Cognitive Skills to Later Outcomes for Children and Adolescents....Pages 171-198 Non-Cognitive Factors of Learning as Early Indicators of Students at-Risk of Failing in Tertiary Education....Pages 199-237 The Measurement of Social and Emotional Skills and their Association with Academic Attainment in British Cohort Studies....Pages 239-264 Non-Cognitive Assessment and Student Engagement....Pages 265-292 Implicit Broken Structure....Pages 293-313 The Study of Non-Cognitive Attributes in Education....Pages 315-329 Mental Toughness....Pages 331-353 It is Not about “Being Best in the World” ... It is about “Being Best for the World”....Pages 355-372 The Role of Non-Cognitive Factors in Pathways to College Attendance and Degree Completion....Pages 373-395 Non-Cognitive Correlates of Emirati Adolescents’ Mathematics Performance....Pages 397-409 Noncognitive Skills....Pages 411-428 Non-Cognitive Variables and Academic Success....Pages 429-441 Back Matter....Pages 443-446 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. 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 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.