Abstract
A substantial body of research indicates that non-cognitive skills predict a wide range of life outcomes, including academic and educational achievement, labor market outcomes, health, and criminality (Kautz et al., Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success (IZA Discussion Papers, No. 8696). Institute for the Study of Labor (IZA), Bonn, 2014). For several outcomes, the predictive significance of non-cognitive skills on the quality of peoples’ lives rivals that of the measures of their cognitive ability. The intent of this chapter is to establish a foundation and purpose for consideration in investigating and applying non-cognitive skills in all aspects of learning, teaching, and instructional design.
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