Development Of Non-cognitive Skills Research Articles

Psychometric assessment of the Persian translation of the School Counselor Noncognitive Skills Scale using Iranian high-school students

Assessing students’ perceptions of the services provided by school counselors is crucial in promoting these services. However, there is no reliable scale for this assessment in the Persian language to date. Thus, this study aimed to translate and validate the School Counselor Noncognitive Skills Scale (SCNSS) among Iranian high school students. The English version of the SCNSS was translated into Persian, and its content and face validity were confirmed through cognitive interviews and expert evaluations. Using a convenience sampling method, data were collected from 308 high school students across three educational districts in Sanandaj, Iran. Confirmatory factor analysis supported the three-factor structure of the SCNSS, demonstrating good model fit. Measurement invariance analysis indicated consistency across genders. The internal consistency of the scale was high, with Cronbach’s alpha coefficients exceeding .86 for all subscales. Convergent validity was established through significant correlations with the School Belonging Scale (SBS). Additionally, a positive correlation was found between the number of counseling sessions attended and students’ perceptions of their counselors’ noncognitive skills. These findings suggest that the Persian version of the SCNSS is a valid and reliable tool for assessing the impact of school counselors on the development of noncognitive skills among Iranian students.

The role of noncognitive skills in educational mismatch: evidence from China

PurposeThe purpose of this study is to investigate the effect of noncognitive skills on educational mismatch in the context of China and to further explore the potential mechanisms concerning how noncognitive skills determine mismatch outcomes.Design/methodology/approachThis paper uses the Chinese Family Panel Survey of 2018, which provides the Big Five Personality Inventory to assess respondents' noncognitive skills and contains information on educational mismatch. The authors estimate the effects of noncognitive skills on educational mismatch by means of a probit model. Additionally, the correlated random effects (CRE) model and instrumental variable (IV) approach have also been exploited in the robust checks.FindingsThe findings show that the composite score of noncognitive skills reduces the probability of being overeducated and, conversely, increases the likelihood of being undereducated. When distinguishing the effects of different personality traits, the authors find significantly negative effects of agreeableness and openness on overeducation and a positive effect of openness on undereducation. With regard to heterogeneous analysis, the effects of noncognitive skills on educational mismatch exist mostly among white-collar employees and employees with fewer than 5 years of work experience. Finally, the authors provide two likely mechanisms related to job search effort and social capital, followed by the presentation of supporting evidence.Practical implicationsThe results of this paper underline the importance of noncognitive skills in raising the quality of jobs that individuals can obtain. This suggests that the development of noncognitive skills should be encouraged to be integrated into formal education systems and social job training programs in China.Originality/valueDespite a growing interest in its consequences in the labor market, the role of noncognitive skills in determining educational mismatch has rarely been discussed in developing countries. This study provides the first evidence regarding the effects of noncognitive skills on education mismatch in China. It contributes to the research on noncognitive skills' labor market outcomes and enhances the understanding of the factors driving educational mismatch.

Measurement and Development of Noncognitive Skills in Adolescence: Evidence from Chicago Public Schools and the OneGoal Program

Measurement and Development of Noncognitive Skills in Adolescence: Evidence from Chicago Public Schools and the OneGoal Program

Effect of out-of-school visual art activities on academic performance. The mediating role of socioeconomic status.

The application of visual art and other extracurricular activities to children's sustainable development is predominantly discussed in Western countries. Consequently, non-Western society could not cherish the benefit of visual art on their children's cognitive and non-cognitive skill development due to a lack of evidence that would revive the community, educators, and policy-makers' impressions about visual art activities, in addition to its amusement use. Thus, the present study adopted a cross-sectional study comprised of a large-scale survey (N = 1624) taken from the southwest part of China to assess the impact of out-of-school visual art activities on children's academic attainment across economically advantaged and disadvantaged children. Astonishingly, the study's findings shed light on current Chinese parents' dedication to purchasing out-of-school activities regardless of their social class difference; notwithstanding, lower-class parents ought to learn that spending time with their children during their activities is more beneficial. The study's implication calls for curriculum policy reform involving aesthetic education and expanding community youth centers for different extracurricular activities.

Immigration Policies, Backlash, and School Bullying

This study leverages the rollout of restorative practices (RP) within Chicago Public Schools to investigate whether younger siblings in elementary school who are not directly exposed to RP are affected by their older siblings' RP exposure in high school. We find suggestive evidence that younger siblings' absent days decline in response to indirect RP exposure. In contrast, we do not find any evidence that indirect exposure affects perceived behavior or academic outcomes. Our analysis is intended to provide a useful data point for future work that more comprehensively assesses the scope for spillover effects associated with non-cognitive skill development.

Reparative Ripple Effects? Exploring the Impacts of Sibling Exposure to School-Based Restorative Justice

This study leverages the rollout of restorative practices (RP) within Chicago Public Schools to investigate whether younger siblings in elementary school who are not directly exposed to RP are affected by their older siblings' RP exposure in high school. We find suggestive evidence that younger siblings' absent days decline in response to indirect RP exposure. In contrast, we do not find any evidence that indirect exposure affects perceived behavior or academic outcomes. Our analysis is intended to provide a useful data point for future work that more comprehensively assesses the scope of spillover effects associated with noncognitive skill development.

Exploring the influence of non-cognitive skills on academic achievement in STEM education: the case of Kazakhstan

IntroductionThis exploratory study delves into the relationships between non-cognitive skills and academic achievement within the unique context of STEM schools in Kazakhstan.MethodsSurvey data were collected from 109 teachers and 395 students at a STEM secondary school in Kazakhstan. Correlational, regression and path analyses were conducted to explore the relationship between non-cognitive skills and academic performance in Mathematics, Computer Science, Physics, and Chemistry classes.ResultsThe results showed that out of the 26 skills, eight had a direct impact, 12 had an indirect impact, and six had no impact on academic achievement of students in the four STEM subjects.DiscussionThis study is the first to explicitly examine the impact of one group of non-cognitive skills on academic achievement of students in STEM subjects mediated by another group of these skills. Teachers are encouraged to integrate non-cognitive skill development into curricula, tailored to subject-specific needs. Policymakers can use findings to inform equitable skill development policies.

It's all in the stars: The Chinese zodiac and the effects of parental investments on offspring's cognitive and noncognitive skill development

AbstractParental investments in children's cognitive and noncognitive outcomes are deeply important to policymakers. However, because parental investments are arguably endogenous, estimating their importance empirically poses a challenge. To address this challenge, this paper exploits a rich and novel dataset, the China Family Panel Studies, and proposes a culture‐specific instrumental variable based on the Chinese zodiac. By comparing the outcomes of children born just before and just after the cutoff for a “lucky” (or ‘unlucky’) zodiac sign, we find that parents' investments have significant effects on offspring's development of both cognitive and noncognitive skills.

Привлечение NEET-молодежи в систему образования и на рынок труда: инструменты государственного регулирования

A particularly vulnerable group in the context of the transition from the education system to the labor market are NEET (Not in Education, Employment, or Training) young people, who are not studying, working or undergoing vocational training. This determines the necessity of the formation, within government regulation of youth unemployment, of tools to support this particular group of youth. The paper contains a statistical analysis of NEET youth in different countries in terms of dynamics and age and gender structure. Separate mechanisms and tools of government regulation of NEET youth are considered, which have proven their effectiveness on the example of Kazakhstan, which achieved a reduction in the NEET youth indicator from 9.5 % in 2017 to 6.9 % in 2021. The author proposed recommendations for the development and implementation in the practice of individual tools of government regulation of youth unemployment in the context of NEET youth. In particular, such a tool could be social programs of federal importance aimed at overcoming barriers in the “study – work” transition and reducing the number of young people falling into the NEET category. An important support measure could be the formation and improvement of a continuous education ecosystem including involving young people in additional education, which will help NEET young people enter the labor market. The author proposes to lay particular emphasis on the development of noncognitive skills, which are currently not fully covered by the education system, however, their influence on the trajectory of further education and transition to the labor market is confirmed by a number of scientific studies.

Philosophy for children in Saudi Arabia and its impact on non-cognitive skills

This study examines the effects of teaching philosophy for children (P4C) on the development of non-cognitive skills among students. Although the main focus of modern schooling is on attainment, non-cognitive skills and attitudes are still within the scope of modern education. The Ministry of Education in Saudi Arabia introduced a new policy to teach critical thinking and philosophy in its public schools in 2017. Although the effects of teaching philosophy on cognitive skills have been well-researched, fewer studies have studied the effects the teaching philosophy has on non-cognitive skills. The current study is the first to explore this issue in the Saudi educational context. This paper presents findings from a quasi-experiential design using 28 students in a Saudi elementary public school. An experimental group of sixth-graders participated in Philosophy for Children (P4C) sessions for 3 months, while the other group of sixth-graders did not receive any philosophy-related training. To collect data, the researchers used a survey designed for non-cognitive outcomes. The results show that the P4C group ranked higher in measures of communication, sociability, self-confidence, determination, willingness to try new things, happiness, and solving problems. On the other hand, the results show that the P4C group lagged behind in terms of empathy, democracy, and diversity compared to the experimental group. However, the differences are minor, and the sample is small. Nonetheless, the results are promising in indicating that P4C can improve students’ non-cognitive skills.

Beyond Teachers: Estimating Individual School Counselors’ Effects on Educational Attainment

Counselors are a common school resource for students navigating complicated and consequential education choices. I estimate counselors’ causal effects using quasi-random assignment policies in Massachusetts. Counselors vary substantially in their effectiveness at increasing high school graduation and college attendance, selectivity, and persistence. Counselor effects on educational attainment are similar in magnitude to teacher effects, but they flow through improved information and assistance more than cognitive or noncognitive skill development. Counselor effectiveness is most important for low-income and low-achieving students, so improving access to effective counseling may be a promising way to increase educational attainment and close socioeconomic gaps in education. (JEL H75, I21, I24, I28)

Entrepreneurship Education in Socioeconomically Disadvantaged Contexts in Brazil

This article discusses the impact of entrepreneurship education in socioeconomically disadvantaged contexts, emphasizing its perceived dynamic nature in reflecting personal values, social changes, and cultural differences (Lackéus, 2015; Loi et al., 2022; Berglund et al., 2020; Berglund & Johansson, 2007). The focus is on the implementation of the Empreende Jovem Fluminense (EJF) Program for high school students in poor communities in Rio de Janeiro. The EJF had the support of school directors, the State Department of Education, and a non-governmental organization serving children and adolescents at risk. A case study using content analysis was conducted to analyze speeches from school principals, coordinators, students, teachers, parents/guardians, and NGO representatives. The study found that the main contribution of education for entrepreneurship in disadvantaged contexts was the development of non-cognitive skills that can impact academic performance and job market outcomes. The program’s location on university premises also broadened the educational perspectives of the participants. Overall, the EJF is believed to be highly beneficial for the professional development of its participants.

Month-of-birth effects on skills and skill formation

We estimate month-of-birth effects on cognitive and noncognitive skills, as well as factors relevant to skill formation. Our estimates indicate that younger students in a given grade cohort have lower cognitive and noncognitive skills. To shed light on the underlying mechanisms, we also examine children’s time use and interpersonal relationships. We find evidence of compensatory investment in cognitive skills by younger children, however, they are also more likely to have poor-quality relationships with their classmates and teachers, which may harm the long-term development of noncognitive skills. Our findings on skill formation have implications for efficiency and equity.

The impact of head teacher praise and criticism on adolescent non-cognitive skills: Evidence from China.

Although the importance of teacher feedback has been confirmed by a great number of studies, the association of head teacher praise and criticism with adolescents' non-cognitive skills still needs more deeper and more extensive research. Therefore, how to improve the non-cognitive skills of adolescents, especially those with disadvantaged family and economic backgrounds, has become a key concern in the field of educational practice. Based on CEPS data, this paper used panel regression and PSM-DID methods to analyze the impact of head teacher feedback on an adolescent's non-cognitive skills measured by the big-five personality scale. It found that praise from head teachers favorably influenced adolescents' extraversion, agreeableness, openness, and conscientiousness, yet significantly mitigates their neuroticism. Meanwhile, the effect of criticism from head teachers is bi-facial: It made a positive effect on adolescents' extraversion and openness but impaired their conscientiousness and neuroticism. As rural adolescents notably lag in their non-cognitive skills and are much less likely to be praised by head teachers compared to their urban peers, we estimate that when rural adolescents are frequently praised by their head teachers at the same level as urban students, their gap in extraversion, agreeableness, neuroticism, openness, and conscientiousness would be narrowed by 12.51%, 16.58%, 11.35%, 14.25%, and 24.29%. This finding has significant implications for head teacher teaching and adolescent well-being. The study examined the effects of head teacher praise and criticism on adolescent non-cognitive skills. The results showed that adolescents who were often praised by head teachers developed better non-cognitive skills. While the effect of head teacher criticism was two-sided: it enhances extraversion and openness as well as heightens neuroticism and corrupts conscientiousness. We further analyzed the urban-rural gap in non-cognitive skills and found that rural adolescents significantly lagged, and they have a lower possibility to be often praised by the head teacher, but a higher probability to be criticized. Through the PSM-DID quasi-experimental design, it was suggested that more head teacher praise can improve the non-cognitive skills among adolescents. When rural adolescents are estimated to receive the same amount of praise as urban adolescents, the disparities reduction in their non-cognitive skills can become possible. Our findings are of great significance to promote adolescent non-cognitive skills development and improve educational equity in urban and rural areas.

Month-of-Birth Effects on Skills and Skill Formation

We estimate month-of-birth effects on cognitive and noncognitive skills, as well as factors relevant to skill formation. Our estimates indicate that younger students in a given grade cohort have lower cognitive and noncognitive skills. To shed light on the underlying mechanisms, we also examine children's time use and interpersonal relationships. We i¬ nd evidence of compensatory investment in cognitive skills by younger children, however, they are also more likely to have poor-quality relationships with their classmates and teachers, which may harm the long-term development of noncognitive skills. Our i¬ ndings on skill formation have implications for efi¬ ciency and equity.

Parents’ (dis)satisfaction with schools: evidence from longitudinal administrative data from Spain

ABSTRACT This study uses longitudinal census data to explore the correlates of school satisfaction among parents of 3rd and 6th grade students from the Canary Islands, a large administrative region in Spain. We use logistic regression to model parental dissatisfaction with their children’s school and teachers. Our results illustrate how parents value academic performance in reading and mathematics equally, while also placing equal emphasis on the development of cognitive and non-cognitive skills. Yet, we find that what matters the most to parents is their children’s happiness at school, rather than their educational progress. We also find that teachers may be able to improve parental satisfaction by providing regular feedback to parents about their children’s progress. Lastly, we discuss some implications for schools to meet parental needs; for example, schools should promote activities such as specialised workshops for parents on various topics ranging from child development to emotional development, stress management and self-confidence.

Non-Cognitive Skills and Farmers’ Entrepreneurial Performance: Evidence from Chinese Family Panel Studies

Improving the entrepreneurial performance of farmers is conducive to increasing their income, reducing poverty, and securing livelihoods. In the quest for sustainable livelihoods, non-cognitive skills are becoming increasingly significant. Based on data from the 2018 Chinese Family Panel Study, this paper uses the ‘Big Five’ personality traits and a cross-sectional regression model to construct an indicator system to analyze farmers’ non-cognitive skills empirically and determine how these skills affect entrepreneurial performance. The results are as follows: (1) non-cognitive skills that significantly affect farmers’ entrepreneurial performance are, in order of influence, openness, extroversion, conscientiousness, and agreeableness. After considering endogeneity and substitution-explained variables, the above conclusions are still robust. (2) Heterogeneity analysis finds that farmers over 40 and those who start their businesses in cities have higher returns on non-cognitive entrepreneurship. (3) The paper confirms that non-cognitive skills improve farmers’ entrepreneurial performance through human and social capital effects. Therefore, entrepreneurs should consciously improve their non-cognitive skills by cultivating an enterprising and innovative spirit and social skills. The government’s entrepreneurship training for farmers should also focus on setting up courses in non-cognitive skills development to enhance farmers’ entrepreneurial literacy and skills.

The Development of Cognitive and Noncognitive Skills in Students in the Autonomous Province of Trento

The analysis of what human capital (HC) is has a long history and culminates in the acknowledgment that HC and its growth are very important for both cognitive education (cognitive skills (CSs)) and personal life (noncognitive skills (NCSs)) and that CSs and NCSs have a strong reciprocal relationship, as studies by Heckman demonstrated. The present contribution (following Heckman’s approach) analyzed the relationship between CSs and NCSs in a sample of middle school students in the Autonomous Province of Trento. The second goal of the research was to verify whether educational teaching behaviors improved students’ personalities. Aside from the use of administrative data (INVALSI data, 2015 and 2018), one survey was administered in the 2018–2019 schooling year to verify the relationship between NCSs and CSs. Moreover, we sought to determine whether education teaching behavior improved the students’ personalities (1522 students in 25 schools) and whether programs could enhance NCSs. Methodological tools for the analysis involved the generalized least squares approach to answer the first question and a difference-in-differences model for the second. The main results showed that the levels of NCSs affected the ability to learn and improve CSs; a challenging teaching approach, especially if accompanied by programs improving its quality, had positive results. Finally, the research suggested that a wider, national-based survey following students from primary to secondary school would allow for a greater understanding of the dynamics of CSs and NCSs.

Voluntary participation in flipped classroom application sessions has a negligible effect on assessment outcomes in an accelerated pass-fail course.

Increasingly, basic science educators at medical and health science programs are faced with the challenge of delivering fundamental science content using evidence-based pedagogical approaches that build students' fund of knowledge while also supporting their development as self-regulated learners. This has led to an increased use of active learning-based pedagogies such as flipped classroom teaching. However, there are many open questions about the conditions necessary for successful flipped classroom sessions. In particular, the role of student compliance (i.e., participation, engagement, attendance) in mediating performance needs to be evaluated. This is especially important in accelerated curricula where multiple basic science disciplines are integrated together in pass-fail courses, presenting challenges to both students' time and cognitive load. Data on prematriculation performance, in-class participation, weekly quiz performance, and summative assessment performance from three cohorts of medical students (n = 146) at a new medical school were collected and analyzed. We found that historically high-performing students more readily participated in flipped classroom application sessions compared with historically lower-performing students. Correlational analysis of performance on weekly formative quizzes and the summative course exam was not related to in-class participation. However, performance on weekly formative quizzes played the most significant role in students' performance on summative exams. Efforts to understand the benefits of in-class participation beyond short-term assessment performance, such as long-term knowledge retention or development of noncognitive skills, should be undertaken to justify using such time- and human resource-intensive pedagogies.NEW & NOTEWORTHY This study explores the use of flipped classroom teaching in a voluntary and accelerated medical school course. We found that historically high-performing students attend class, whereas historically low-performing students do not attend class as readily. Formative assessment performance appears to be more important than participation in determining the final grade. Correlation of high performance (>90%) with participation may differentiate students who excel in our curriculum from those who simply pass with superficial knowledge.

THE IMPACT OF PHYSICAL ACTIVITY IN DEVELOPMENT OF COGNITIVE AND NON-COGNITIVE SKILLS OF PHYSICAL EDUCATION STUDENTS

This study aimed to find out the impact of physical activity in development of cognitive and non-cognitive skills of the physical education students. All male and female physical education students at northern Panjab were the population of current study. Thus, there is dire need to carry-out pragmatic research on theme of sports education and its relationship with cognitive and non-cognitive skills. The Likert scale was used for data collection which cover all aspect of sports and validity and reliability was done accordingly. The collected data was then put into SPSS to tabulate and arrange the data to attain the desired results. Findings of this study revealed that the score of participants and non-participants at both ends between male and female was different. Findings further revealed that the physical activity played a partial role between sports, cognitive and non-cognitive skills among youth of physical education. The physical activity was tested positive and significant in relationship with sports and cognitive skills. This study thus confirmed the significant connection between physical activity and sports in-between cognitive and non-cognitive skills.