Correction to: The influence of SES,cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts

It is well established that socioeconomic status, cognitive ability, and non-cognitive abilities such as self-efficacy are substantially associated with academic achievement. However, the specific relationships of these variables remain a relatively unexplored topic in regard to more recent and representative samples. The current study examined such relations by taking advantage of two cohorts (total N = 12,315) of Swedish students at the elementary (Grade 6) and lower-secondary school levels (Grade 8) in the compulsory school. The regression models showed that all three variables explained a substantial portion of grade variance, with cognitive ability having the strongest relationship, followed by non-cognitive abilities, and SES. Longitudinal associations, which accounted for previous academic achievement, showed that the three variables did still explain a substantial amount of grade variance.

     

Predicting the academic achievement of students bridging to engineering: the role of academic background variables and diagnostic testing

Abstract

Although the number of engineering students is increasing, dropout rates remain high. This problem is also present in the Faculty of Engineering Technology (FET) at KU Leuven, Belgium, which resulted in the need for an in-depth analysis of the academic achievement of the bridging students there. This study examines the contribution of a range of predictors, both cognitive and non-cognitive. The examined predictors are: general characteristics, academic background variables and variables tested in a diagnostic test. A multiple linear regression model for the 2015–2016 chohort accounted for an explained variance of 36% of the students’ academic achievement. After combining three cohorts, we managed to explain 43% of the variance in students’ academic achievement. As expected, the academic background variables are the most important predictors. The diagnostic tests are less predictive but their role is important, since they encourage students to participate in associated interventions.     

Gritting it out: The importance of non-cognitive skills in academic mismatch

I examine the importance of non-cognitive skills in the matching process in higher education in the United States. Across two longitudinal data sources, I show that students with lower non-cognitive skills are more likely to undermatch (enrolling in less selective colleges given their academic credentials) and less likely to overmatch. The application process drives the relationship between non-cognitive skills and academic mismatch, as students with low non-cognitive skills are less likely to apply to a well-matched institution. I further show that non-cognitive skills are strong predictors of Bachelor’s degree completion. I propose an alternative definition of undermatch, which additionally considers students’ non-cognitive skills. Under this definition, a smaller share of high-achieving students undermatch in higher education.     

Predicting college success: the importance of ability and non-cognitive variables

This chapter introduces a study which focuses on predicting college success as measured by students’ grade point averages (GPAs). The chapter also reviews prior research related to various types of predictors. Specifically, two categories of predictors are identified: ability measures and non-cognitive variables. Finally, an overview of the study is presented.     

个性心理结构的整体性与幼儿独立性的培养

独立性是幼儿成长为创造型人才必不可少的宝贵品质,培养幼儿的独立性必须建立在整体心理发展的基础上,即认知系统和非认知系统的发展上。认知系统的发展是思维独立性格形成的基础,非认知系统的发展是独立思维能力发展的重要条件,其中意志能力与独立性紧密相连。同时,独立性的培养还离不开自信心、责任心的培养。     

中小学生非认知技能的测量及实证表现:以中国六省市数据为基础

过去十多年,非认知技能研究迅速兴起,但测量方法的滞后性制约了实证研究的推进。本文建构了一个测量框架,包括成就目标、人际合作和情绪管理三个维度,每个维度包含若干项技能;并选取和修订了相应的量表用以测量,然后应用这个测量框架及工具对中国六省市72所小学、初中和高中的学生进行了测量。研究发现:第一,中小学生在成就和情绪管理方面的非认知表现(包括坚韧性、学校参与、自尊)随学段上升趋于下降,但合作水平随学段提高上升;第二,女生的非认知发展水平高于男生,但随学段上升,两者出现趋同;第三,“双留守儿童”的非认知发展处于困境;第四,不同家庭背景学生的非认知技能表现有显著差异,但学校之间的差异不明显。     

Mathematically gifted students and high achievement: the role of motivation and classroom structure

One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don’t. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current study investigates differences in the non-cognitive construct motivation (achievement goals, interest, self-concept, self-efficacy, implicit theories) and perception of classroom environment (classroom structure, class climate) between mathematically gifted high achievers (n = 66) and mathematically gifted students with non-high achievement (n = 144) using a latent variable approach. Gifted high achievers expressed higher levels of motivation than non-high achievers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy.     

非认知因素对大学英语听力教学的影响及对策探讨

英语听说能力是大学英语的主要教学目标之一,非认知因素在大学生英语听力学习过程中发挥着重要作用,该文通过对非认知因素对英语听力教学影响分析探讨,提出在大学生英语听力教学中应采取多种方法手段培养学生的兴趣,激发学生的动机,准确把握性格特征创设积极的情感体验,锻造坚强的意志品质等。     

The impact of pre-school on adolescents’ outcomes: Evidence from a recent English cohort

This paper investigates the relationship between attendance at pre-school school and children's outcomes into early adulthood. In particular, we are interested in: child cognitive development at ages 11, 14 and 16; intentions towards tertiary education; economic activity in early adulthood; a group of non-cognitive outcomes such as risky health behaviour; and personality traits. Using matching methods to control for a very rich set of child and family characteristics, we find evidence that pre-school childcare moderately improves results in cognitive tests at age 11 and 14, and 16. Positive effects are especially noticeable for girls and children from disadvantaged socio-economic backgrounds. Results for non-cognitive outcomes are weaker: we do not find any significant evidence of improvement in psychological well-being, petty crime involvement, or on almost all health behaviours. While the cognitive effects may well serve to reduce lifecycle inequalities there is no support here for other important social benefits.     

National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries

The purpose of this article was to examine what education professionals in four countries (England, Finland, Malawi, and Oman) deemed as the critical (i.e., most important for effective teaching) non-cognitive attributes of novice teachers. Results from an iterative comparative case study showed that participants consistently judged certain attributes of novice teachers as critical, i.e., empathy, organization, and resilience. However, there was also differential importance placed on teachers’ relationships with the community, reflecting theorized cultural differences. The findings provide new insight into how national and cultural context are associated with the perceptions of the critical non-cognitive attributes of effective teachers.     

An Exploratory Analysis of a Subjective Well-Being Model for Chinese University Students

College students experience great stress due to many factors, such as an uncertain future, academic responsibilities, and pressures imposed by social communication. Many institutions of higher education are focusing on how to mediate stressful situations and increase the subjective well-being (SWB) of students to sustain a lifestyle focused on wellness. The online survey used for this study focused on testing an exploratory SWB model by implementing partial least squares structural equation modeling (PLS-SEM) techniques. The participants were 470 college-aged students enrolled in seven different institutions in six cities across China. Findings yielded a good model fit (the Standardized Root Mean Squared Residual [SRMR] = .054) with the validity of manifest variables, reliability of the latent variables (LVs), and overall SWB model indicating moderate predictiveness (GoF R2 = .476) by the LVs. Additionally, all of the direct path coefficients and indirect path coefficients that consisted of four partial mediators and one full mediator yielded statistically significant results via bootstrapping. Furthermore, path coefficients for utilization of emotion to life satisfaction for the cognitive exercise group were significantly higher than for the non-cognitive exercise group. The findings illustrated a good model fit for an exploratory SWB model that can predict an individual’s SWB, and cognitive and non-cognitive exercises had different effects on the individuals’ SWB.     

非认知因素与科技人员接受继续教育问题的探讨

非认知因素是认知行为中不可缺少的成分，又是学习过程中的重要心理条件，在一定条件下对学习的成败起决定性作用。本文挑出非认知因素中几个对继续教育有较大影响的因子展开讨论，论述了动机、兴趣、情绪、意志对科技人员接受继续教育的间接影响。     

志愿服务参与能培育大学生非认知能力吗——基于追踪调研和双重差分技术的因果分析

已有众多研究基于人格特质理论和经验学习理论,揭示了志愿服务参与和大学生非认知能力存在双向因果关系。本文基于湖南省高校大学生发展追踪调查数据,采用双重差分法检验志愿服务参与和非认知能力的因果关系,以揭示志愿服务参与究竟是筛选还是培育了大学生的非认知能力。研究结果证实了志愿服务参与对外向性和尽责性有筛选作用,对宜人性有培育作用,对情绪稳定性和开放性既没有筛选作用,也没有培育作用。这些结果表明高校志愿服务主要通过人格特质机制筛选了学生的非认知能力,对非认知能力的培育作用有限,促使我们重新审视高校志愿服务如何发挥实践育人的功能。     

Developing skills for employability at the secondary level: Effective models for Asia

Globally, enormous gains have been made towards the goal of universal primary education, leading to increased demands for secondary education. Consequently, more youth and young adults are now entering the formal and informal labour markets from the secondary level, which makes it important to ensure that secondary schools teach skills relevant to the world of work. This article reports on a Results for Development Institute (R4D) study that explored whether secondary education systems are adequately preparing young people for the workplace, and identified innovative models for delivering relevant skills at the secondary level. It found that employers are looking for three key types of skills: cognitive, non-cognitive, and technical. While technical and basic cognitive skills are still important in the workplace, transferrable and non-cognitive skills such as communication, problem-solving, punctuality, and flexibility are increasingly important, particularly for the informal economy. The article describes several innovative and effective models for skills development at the secondary level, and core principles for their success. These include innovative use of information and communications technology (ICT), multi-stakeholder partnerships, innovative financing mechanisms, and ensuring teacher and trainer preparedness. Moreover, a supportive policy environment is critical to ensure that such models are efficiently financed, effectively implemented, and sustainable over the long term.     

Where the boys aren't: non-cognitive skills, returns to school and the gender gap in higher education

Nearly 60 percent of college students today are women. Using longitudinal data on a nationally representative cohort of eighth grade students in 1988, I examine two potential explanations for the differential attendance rates of men and women—returns to schooling and non-cognitive skills. The attendance gap is roughly five percentage points for all high school graduates. Conditional on attendance, however, there are few differences in type of college, enrollment status or selectivity of institution. The majority of the attendance gap can be explained by differences in the characteristics of men and women, despite some gender differences in the determinants of college attendance. I find that higher non-cognitive skills and college premiums among women account for nearly 90 percent of the gender gap in higher education. Interestingly, non-cognitive factors continue to influence college enrollment after controlling for high school achievement.     

The intergenerational effects of parental schooling on the cognitive and non-cognitive development of children

This article, using the National Child Development Study, estimates the causal relationship between parents’ schooling and children's cognitive and non-cognitive development using the 1947 compulsory schooling legislation in Great Britain. The least squares estimates suggest strong correlations between parental education and these developmental indicators. However, the instrument variable estimates are not sufficiently precise to find that either parent's schooling has a beneficial effect on children's cognitive and non-cognitive development.     

课外补习与儿童人力资本——基于中国家庭追踪调查(CFPS)的实证分析

课外补习在全球范围内的风靡,引起了众多学者的关注,而相较于我国课外补习发展的盛况,有关研究还稍显不足.本文基于新人力资本理论的视角,利用中国家庭追踪调查(CFPS)基线调查数据,分析了补习对认知能力和非认知能力的影响.研究发现:1.补习能有效提高儿童认知能力,但学科之间存在差异.2.适度补习可以提高儿童非认知能力,但过...     

Work ethic and academic performance: Predicting citizenship and counterproductive behavior

In this study, work ethic was examined as a predictor of academic performance, compared with standardized test scores and high school grade point average (GPA). Academic performance was expanded to include student organizational citizenship behavior (OCB) and student counterproductive behavior, comprised of cheating and disengagement, in addition to college GPA. Results indicated that work ethic explained incremental variance in student OCB, cheating and disengagement beyond standardized test scores or high school GPA. However, work ethic did not explain incremental variance in college GPA. Specific work ethic dimensions were related to each outcome. These findings provide support for the importance of non-cognitive variables in academic contexts, particularly when considering an expanded performance domain. In addition, results provide additional validity evidence for the nature of work ethic as a multidimensional construct.     

哈贝马斯商谈伦理理论的立场和应用

商谈伦理学是哈贝马斯交往行为理论的重要组成部分.坚持道德认知主义,反对道德非认知主义、怀疑主义,坚持普遍主义,反对相对主义是哈贝马斯商谈伦理理论的鲜明立场.商谈伦理理论被广泛运用于民主政治领域、公共哲学领域和网络道德教育领域.哈贝马斯的商谈伦理理论具有典范转换的重大意义,但也面临实践困境.     

Long-term effects of primary schools on non-cognitive outcomes of students at age 17

Educational effectiveness research has always displayed an interest in long-term effects of schools. However, over the past decades only few studies examined such effects. Moreover, investigating non-cognitive outcomes as an effectiveness indicator has been ignored for a long time in the research field. This study addresses both gaps in the research literature by investigating long-term effects of primary schools on non-cognitive outcomes of students at age 17. Moreover, it is investigated which primary school characteristics play a role in this process. The study uses data of the SiBO project, in which a cohort of 6000 Flemish pupils were intensively followed from kindergarten until Grade 7. In 2014, at the age of 17, 65% of the cohort participated in a follow-up study. Cross-classified multilevel models showed significant, but small long-term effects of primary schools on some of the non-cognitive outcomes. Also, some small long-term effects of primary school characteristics were found.