Non-cognitive Abilities Research Articles

Exploring the gender gap in noncognitive abilities: the role of parental investment in preschool girls’ outperformance over boys in China

ABSTRACT This study examines gender disparities in noncognitive abilities among preschool children in mainland China, focusing on the role of parental investment. Using data from a large-scale survey, we find that girls consistently outperform boys in noncognitive abilities, particularly among low-income families. Our analysis shows that a level difference in nonfinancial parental investment, with boys receiving less, accounts for girls’ superior noncognitive abilities. Moreover, we find a return difference in some dimensions of nonfinancial investment, with boys benefiting more than girls do, which suggests that enhancing this investment may narrow the gender gap. However, we find neither level differences nor return differences in financial parental investment, which cannot explain the gender disparity in noncognitive abilities. These findings indicate that enhancing nonfinancial parental investment can effectively narrow the gender gap in noncognitive abilities during early childhood, especially for children from lower socioeconomic backgrounds.

Research on the Impact of Environmental Inequality on Labor Mobility—A Study Based on the China General Social Survey (CGSS)

In recent years, as the capital-driven economic growth model gradually encounters bottlenecks and regional economic competition intensifies, governments at all levels have turned to attracting high-quality talent to promote economic transformation and upgrading. Against this backdrop, the quality of the ecological environment has gradually become an important factor affecting labor mobility. This paper explores the impact of environmental inequality on labor mobility by matching provincial and municipal data with micro-data from the Chinese General Social Survey (CGSS), especially focusing on how environmental inequality affects labor decision-making through cognitive and non-cognitive abilities. The results from the benchmark regression confirm that environmental inequality significantly suppresses labor mobility, while robustness tests further validate these findings. Additionally, the mediation mechanism analysis reveals that environmental inequality influences labor mobility through impairments in both cognitive and non-cognitive abilities. The study also conducts an analysis of the heterogeneity of different social groups, finding that environmental inequality has a particularly significant impact on groups with higher levels of education, property owners, and residents living in economically disadvantaged areas. Based on this, the paper puts forward policy recommendations for different groups, emphasizing the importance of optimizing environmental quality, improving education levels, and enhancing the social support system. The research conclusions provide theoretical support for local governments in enhancing regional competitiveness and attracting high-quality labor.

Who benefits more from the digital economy: (Non-)Cognitive ability and the labor income premium

This study examines how cognitive and non-cognitive abilities affect changes in individual labor income resulting from digitalization in China. Based on data from the China Family Panel Studies, a representative national household survey conducted in 2018 with over 3700 observations, our findings indicate that the digital economy generally increases labor incomes. However, the impact of the digital economy on labor income is related to individuals' ability. The digital economy has a significant positive effect on labor income returns on cognitive ability, while the effect on the non-cognitive premium is insignificant. Our study contributes to understanding the new human capital theory and provides insights for advancing shared prosperity in the digital era.

Empowering women: navigating work environment challenges with mental toughness

Purpose This literature review examines women’s significant workplace challenges and explores mental toughness, a distinct non-cognitive ability associated with peak athletic performance. This study aims to understand this concept and its potential for women professionals facing similar challenges in an organisational context. Design/methodology/approach Based on a systematic literature review, this exploratory paper is an integrative literature review synthesising pre-existing knowledge using secondary scientific databases. This literature analysis will pave the way for comprehension of the existing body of research, identification of research gaps, and opportunities for further studies. Different typologies of mental toughness (MT) have been identified, and a new typology will emerge from this research study. Findings The study analyses over 100 articles based on MT typology and complex gender dynamics at work, especially the “broken rung” concept of trapping women in lower or mid-level roles in an organisation. This content analyses the recent emergence of the MT typology in academic research, with articles published after 2019 and a few earlier key works that shaped the concept of MT. In addition to contributing a comprehensive typology of MT and its impact on women professionals, this paper also provides recommendations for future research and individual-level development of MT to help women overcome workplace barriers globally. Research limitations/implications Understanding MT’s impact on women’s ability to overcome workplace barriers has HR implications, including hiring, retention, career advancement, training and closing gender gaps. This research may help individual women professionals adopt MT as a psychological resource to navigate work environment challenges. Further research is needed for practical insights, given this discussion is based on a literature review. Practical implications The practical implications of this study have a profound impact on human resource management practices within organisations, highlighting the multifaceted approach required to tackle gender disparity. A more inclusive and supportive work environment can be created by ensuring MT training is accessible to all employees. A comprehensive career development plan for women professionals, including but not limited to mentoring, executive sponsorship, skill-building training or stretched assignments, leadership coaching, networking opportunities, and increased visibility in the organisation are critical for career advancement and retention. Originality/value This study is a novel attempt to examine whether MT, which has proven effective in helping athletes achieve their goals, can be applied in a workplace environment. It is also a new endeavour to investigate whether women could use MT as a psychological tool to help them overcome obstacles in a diverse professional setting.

Conceptualizing the adventure tourist as a cross-boundary learner

In recent years, the adventure tourism sector has seen new travelers seeking self-transformation, learning, and an expanded worldview rather than risk and thrill. They have attracted attention for their contribution to the local economies. However, their motivation behind seeking such goals through adventure tourism remains unknown. Therefore, this study proposes a hypothesis explaining their transformation. An explanatory hypothesis is that adventure tourists possess the evaluation axis of cross-boundary learners who discover new selves through serendipitous encounters and events. Cross-boundary learning, a part of organizational learning, can be conceptually identified with planned happenstance theory (psychology) and effectuation theory (management) that locates self-transformation source in given non-cognitive abilities. Also, adventure tourists have an “ambivalent value” allowing them to simultaneously evaluate the exploitation of knowledge from the servicescape and the exploration of knowledge from the ethnoscape. This conceptual model thus bridges theory and practice for the development of the adventure tourism industry. Management implicationsThe findings of this study can be summarized as follows.•Adventure tourists have ambivalent values of knowledge exploration and exploitation;•They become adventure tourists when they incidentally encounter ethnoscapes that are specific to and still rooted in the region of their travel destination; and•What makes them adventure tourists is a cross-boundary learning mindset, which can be confirmed by measuring their non-cognitive abilities.Based on the above, the management implications are that adventure tourism operators should.•Focus their attention not only on the sophistication of their services, but also on preserving the ethnoscape of the business area; and•Plan for the generation of communities of practice in destinations that facilitate cross-boundary learning including knowledge exploration and exploitation by travelers.

How does family economic capital affect the non-cognitive ability of children in China?

ABSTRACT Cognitive ability, as the initial human capital, has been the focus of academic research for many years. However, few human capital studies have focused on non-cognitive ability and explored its socio-economic value. With the inclusion of non-cognitive ability, the human capital study has got rid of the shortcoming of single-dimensional abilities and the socio-economic value of non-cognitive ability has been gradually explored. Therefore, it is of great academic and practical significance to explore the factors influencing children’s non-cognitive ability. Using the CFPS database in 2018, this study investigates the effects and mechanisms of family economic capital on the non-cognitive ability of children. The robustness test is also used to further verify the reliability of the conclusions. The results reveal that family economic capital is significantly associated with children’s non-cognitive ability, and this effect is biased by the subject. In addition, the mediating effect model suggests that family economic capital affects children’s non-cognitive ability mainly through family education expenditure and family time investment. Therefore, helping families improve their economic capital, education expenditure and time investment contributes to promote the development of their children’s non-cognitive ability, which will effectively raise human capital stock and help China achieve economic transformation as soon as possible.

Mental health professional training for teachers and student outcomes: quasi-experimental evidence from Chinese middle schools

ABSTRACT By using the quasi-experiment of random class assignment, we examined the impact of mental health professional training for teachers on student outcomes in Chinese middle schools. The results indicate that assigning students to classes with Mental Health Training Certificate (MHTC)-equipped homeroom teachers significantly improves their non-cognitive abilities, and the instrumental variable (IV) estimates remain significant. Moreover, this positive effect is more pronounced among disadvantaged students. Mechanism analysis shows that MHTC enhances homeroom teachers’ attributes and fosters a better classroom atmosphere.

Intergenerational transmission of non-cognitive abilities: Evidence from the Wuhan Birth Cohort Studies

Non-cognitive abilities strongly predict individual life outcomes. Maternal personality traits play a particularly pivotal role in shaping the non-cognitive abilities of infants and toddlers. However, few studies have been conducted on this topic within the Chinese context. This study aimed to examine the intergenerational transmission effect and mechanism of non-cognitive abilities between mothers and children using the 2021–2022 Wuhan Birth Cohort Studies. The analysis revealed an overall mother-child correlation for non-cognitive abilities of 0.294, with sub-dimensions ranging from 0.03 to 0.17. Higher extraversion, agreeableness, conscientiousness, and openness scores, as well as lower neuroticism scores among mothers were associated with better social-emotional development of children. Nurturing effects were significant in the intergenerational transmission of non-cognitive abilities. These results shed light on public policies aimed at enhancing children's development.

Peer effects of local students on the human capital of migrant children in middle schools: Evidence from China

The role of peer effects in children's human capital accumulation has attracted increased amounts of attention. Using data from a nationally representative survey of Chinese middle school students, this paper exploits random student-classroom assignment as a quasi-natural experiment to identify the peer effects of local students on the human capital of migrant children in Chinese middle schools. The results indicate that the peer effects of local students significantly improve the human capital of migrant children, including academic performance, cognitive abilities and non-cognitive abilities. Moreover, these peer effects can be further explained by improved parent-child relationships and parental expectations, increased student effort and expectations, and optimized teachers' teaching and school climate. Additionally, the peer effects from local students varies with migrant children's gender, Hukou, number of siblings and grade. Our research contributes to complementing the research field regarding peer effects and provides a new policy-oriented direction for the development of migrant children's human capital.

Family poverty and adolescents’ cognitive and noncognitive outcomes: Evidence from China

Using data from the China Education Panel Survey (CEPS) during the 2013–2014 academic year, this paper examines the effects of family poverty on adolescents’ cognitive and noncognitive outcomes. We find that family poverty is detrimental to adolescent development. Children from poor families have poorer academic performance and noncognitive abilities. We also find that the negative effects of family poverty are more pronounced among children with urban hukou, boys, and children from one-child families. Furthermore, we find that there are multiple channels behind the estimated effects, including parental educational expectations, parental education investments, and parent-child relationship. This paper opens up the “black box” of family poverty affecting children’s development, which can provide reference for governments to design measures aimed at eliminating poverty trap.

Policy Interventions and Noncognitive Abilities of Children in Poor Areas: Effects and Mechanisms

Policy Interventions and Noncognitive Abilities of Children in Poor Areas: Effects and Mechanisms

Investigating the Learning Outcomes of Non-cognitive Abilities in University Admissions Across Countries: A Study Through Learning Portfolios

Investigating the Learning Outcomes of Non-cognitive Abilities in University Admissions Across Countries: A Study Through Learning Portfolios

Does the reduction in instruction time affect student achievement and motivation? Evidence from Japan

This paper examines how instruction time affects students’ cognitive ability and motivation. It uses data obtained from the responses of 4th-grade Japanese students from the international academic survey “Trends in International Mathematics and Science Study.” The study estimates a fixed effects model using within-student between-subject variation, which, in 2002, caused a reduction in instruction time due to the revision of curriculum guidelines in Japan. To remove teachers’ fixed effects, the sample was restricted to students taught by the same teacher. The results demonstrate that instruction time positively affects student test scores and two out of three motivation variables (Like and Positive). This result suggests that the 2002 educational reform negatively impacted students’ cognitive and non-cognitive abilities. Further, instruction time had different effects on test scores and motivation variables (Like and Positive) for students’ and teachers’ gender. Additionally, instruction time also positively impacted scores and motivation variables (Like, or Like and Positive) in combination with teachers who had experience of ten or more years and students who had time to study at home.

The impact of family residence structure on adolescents' non-cognitive abilities: evidence from China.

The family residence structure serves as a crucial pathway through which the family environment influences adolescents' development. Drawing on nationally representative data, this study employs multiple linear regression models and propensity score matching to examine the impact of various family residence structures on adolescents' non-cognitive abilities. Causal identification is achieved through propensity score matching, while robustness is assessed using methods such as augmented inverse probability weighting and placebo tests. Heterogeneity analysis is conducted based on gender and household registration, aiming to explore the mechanisms by which family residence structure affects adolescents' non-cognitive abilities. The findings indicate that compared to two-parent co-residence households, three-generation co-residence families have significantly positive effects on emotional stability, conscientiousness, and agreeableness among adolescents. In contrast, skip-generation coresidence families exhibit significant negative effects on emotional stability and agreeableness in adolescents. Further investigation into the underlying mechanisms reveals that parental involvement and family socioeconomic status within three-generation co-residence families positively influence adolescents' non-cognitive abilities. This study highlights the importance of considering grandparents' role in adolescent growth and advocates for policy recommendations focusing on enhancing non-cognitive abilities in adolescents from skip-generation co-residence families.

Humanistic Curriculum Model In Arabic Language Learning At Private MTs Yapena Lhokseumawe City

The objective of this research is to elucidate the humanistic curriculum development model and its utilization in crafting Arabic teaching resources. The research methodology employed is descriptive qualitative, adopting a case research approach at Private MTs of Yapena Lhokseumawe. The research encompasses several aspects: 1) understanding the concept of humanistic curriculum development, 2) implementing humanistic curriculum in Arabic teaching resources, 3) executing activities at Private MTs of Yapena, and 4) gathering insights through interviews and observations at Private MTs of Yapena Lhokseumawe. Data collection was conducted through observations and interviews with both teachers and students of Private MTs of Yapena. The collected data underwent analysis to condense and articulate outcomes derived from the fieldwork. The research revealed that the application of the humanistic curriculum development model in crafting Arabic teaching resources yielded favorable outcomes, enhancing both cognitive and non-cognitive abilities among students. By centering learning around students and providing them with opportunities to foster their innate potential and enhance creativity, the humanistic curriculum development model elicited a notable surge in student engagement, with a 60% increase in learning competencies observed post-research. Keywords: humanistic, curriculum development, Arabic language

Spatial and emotional distances in parent-child relationships: Impacts on human capital development in rural Chinese boarding children

BackgroundThe policy of merging remote rural elementary schools into centralized villages has led to the emergence of boarding schools as an essential means of providing compulsory education in rural areas of China. As boarding children reside in schools for extended periods, parents' influence on their human capital development is inevitably specificity. The development of rural boarding children is a serious social issue in China, and parent–child distance plays a crucial role in affecting the development of children's human capital. ObjectiveWhile previous studies have focused on the relationship between parental absence and the development of human capital in rural boarding children, this study examines the effects of both spatial and emotional distance between parents and children on the human capital of rural boarding children. Participants and settingA stratified, multi-stage probabilities proportional to size (PPS) sampling method was used, and self-report questionnaires were completed by 2397 rural boarding children (54.2 % males; ages 12 to 18, M = 14.66, SD = 1.30). MethodsChildren's background, family, and school and teacher characteristics were used as control variables. An OLS regression model was used to assess the effects of parent–child spatial and emotional distance on the human capital of rural boarding children, and a CMP–OLS regression model was used to address endogeneity using parents' self-assessed family economic conditions as instrumental variables. ResultsParent–child spatial distance had a significant positive effect (p < 0.05, p < 0.05), and emotional distance had a significant negative effect (p < 0.05, p < 0.01) on the cognitive and non-cognitive abilities development of rural boarding children. Living with grandparents heightened the negative effect on non-cognitive abilities development. ConclusionsThe findings of this study strengthen the link between parent–child distance and rural boarding children and the moderating impact of living with grandparents on the effect of parent–child distance on rural boarding children's human capital providing new insights for promoting the development of rural boarding children. It also highlights the detrimental effects of emotional neglect on rural boarding children's development. This is important for realizing China's rural revitalization strategy and the healthy development of disadvantaged children in rural areas.

Non-cognitive Abilities:

Non-cognitive Abilities:

How Does the Quality of Education Affect the Employment Quality of Secondary Vocational School Graduates?

Secondary education is an important stage for individuals to acquire the skills needed in the labor market. In recent years, the trend of pursuing higher education after secondary vocational education has weakened the relationship between the two. As an important stage for the cultivation of skills among secondary vocational education students, the influence of secondary education on the employment quality of secondary vocational school graduates has not received sufficient attention. An analysis of a sample survey of graduates from 10 schools participating in the Winning the Future Phase II project in 2023 found that cognitive abilities, non-cognitive abilities, and skills all promote high-quality employment for secondary vocational school graduates to varying degrees. Further analysis indicates that students with excellent academic performance and personality traits such as openness, extroversion, and agreeableness are more likely to achieve high job satisfaction, while skill certificates and general skills help secondary vocational school graduates obtain jobs matching their qualifications. Future development in vocational education should focus on the influence of secondary education on secondary vocational school students to help graduates achieve high-quality employment.

Adolescents’ height and cognitive ability in China

Cognitive ability, as an early human capital, has always been an important research object in modern education and labor economics. Despite growing awareness of the importance of height in individual growth and development, there are few empirical studies on height and cognitive ability. Using the data from the China Education Panel Survey, this paper examined the impact of height on the cognitive ability of adolescents and explored the reasons behind the Chinese pursuit of height growth and the potential impact mechanism. In this paper, comprehensive analysis ability was taken as the representative of cognitive ability. The empirical results showed that height was positively correlated with cognitive ability. From the perspective of the influence mechanism, the hypothesis that height reflected self-esteem, health, non-cognitive ability, and other influences on cognitive ability was excluded. To correct the errors that endogenous problems may cause, we used the PSM method and “age at first menstruation " and “age at first wet dream” as instrumental variables to correct them. The results showed that height still affected cognitive ability, with taller people having higher cognitive ability.

The influence of parental involvement on students’ non-cognitive abilities in rural ethnic regions of northwest China

The development of children’s non-cognitive abilities is crucial for both individuals and society as a whole. In this study, using a follow-up survey on 5369 primary students in rural ethnic regions of northwest China, we aim to examine the levels of parental involvement in rural ethnic regions and investigate its effect on students’ non-cognitive abilities. Our results show the following: first, parental involvement in rural ethnic regions of northwest China is quite low. Parents pay more attention to their children’s academic performance than to their non-cognitive abilities and the personal involvement is seriously lacking. Second, students from families with more favorable economic status, high parental education levels, non-migrant parents, and primary caregivers who are parents experience higher levels of parental involvement. Though Han students generally have higher maternal involvement and lower paternal involvement than minorities, the ethnic differences are reduced after controlling the covariates. Third, using the value-added model, after controlling for individual, family, class, county and baseline variables, we find that maternal behavioral and personal involvement and paternal cognitive and behavioral involvement have significant positive effects on children’s non-cognitive abilities. We use causal identification methods including propensity score matching and Mahalanobis distance matching to do the robustness test.