Non-cognitive Traits Research Articles

Cognition and the risk of eating disorders in Spanish adolescents: the AVENA and AFINOS studies.

Eating disorders (ED) can arise from a combination of biological and psychological factors. Some studies suggest that intellectual factors might be important in the development of ED, although the evidence is still scarce. The aim of this study was to examine the association between cognition measurements (cognitive performance and academic achievement) and the risk of developing ED in adolescents considering their weight status. The sample consisted of 3,307 adolescents (1,756 girls), aged 13-18.5 years, who participated in the AVENA (n = 1,430; 783 girls) and AFINOS (n = 1,877; 973 girls) studies. Cognitive performance was measured by the TEA test in the AVENA study, and academic achievement was self-reported in the AFINOS study. ED risk was evaluated in both studies by using the SCOFF questionnaire. Body mass index was calculated to classify adolescents as non-overweight or overweight (including obesity). Overweight adolescents showed a higher risk of developing ED than non-overweight ones in both studies. In the AVENA study, overweight boys with low performance in reasoning ability showed increased risk of ED (p = 0.05). In the AFINOS study, overweight boys with low academic performance in physical education and non-overweight girls with low academic achievement in all the areas analyzed showed higher risk of ED than their peers (all p < 0.05). No association between cognitive performance and ED risk was found in adolescents, while academic achievement was associated with ED risk, especially in non-overweight girls. The non-cognitive traits that accompany academic achievement could influence the likelihood of developing ED in these girls.

Female Wages and the Gender of the Immediate Manager

One argument for increasing female representation in management is the anticipation that female managers will be particularly beneficial for female employees through, e.g., role modeling, mentoring or providing other incentives to enhance female productivity. We explore this issue by analyzing the association between female wages and the gender of their immediate managers using Swedish matched employee-employer data. Contrary to the expected positive association, we find that wages are overall 3% lower for female employees with a female instead of male manager. However, dividing the sample by managerial position, and controlling for important sorting of employees with respect to, e.g., non-cognitive traits, work tasks and establishment gender composition, the negative association is found only among female employees working for lower-level managers, not for a manager at the highest level of management. One possible explanation could thus be a difference in decision-making power if lower-level female managers have more limited resources for their subordinates compared to lower-level male managers.

Predictive validity of dispositional traits in diving

The peculiarities and environmental stressors of diving imply the requirement of physical, medical and psychological characteristics needed to adapt to its demands. From the first psychological studies the influence of the cognitive and personality traits to predict performance and adaptation of divers was analyzed, quantifying an effective relationship. Data from a large sample of military personnel performing diving courses have been analyzed, in order to verify the role of individual differences in adaptation to a hostile environment by checking the predictive validity of cognitive and non-cognitive traits. The results indicate the existence of psychological variables that predict performance ( R 2 = .303; F _11_522 = 19.980, p R 2 _ N = .513; X 2 _9 = 19.980, p

Looking at Intelligence from So-Called Noncognitive Traits: Be Open to Change

Within this commentary, I will try to extend the views presented in Johnson’s, as well as Hunt and Jaeggi’s, commentaries. Both commentaries address the issue of intelligence development. I will try to broaden the discussion by including noncognitive traits as predictors of cognitive development. These ideas are founded within the environmental enrichment hypothesis and the Openness-Fluid-Crystallized-Intelligence (OFCI) model.

The College Type: Personality and Educational Inequality

I examine the effects of cognitive ability and personality traits on college graduation in a recent cohort of young Americans, and how the returns to these traits vary by family background, and find very substantial differences across family background groups in the personality traits that predict successful completion of college, particularly for men. The implications are twofold. First, the returns to noncognitive traits may be highly context dependent. Second, policy discussion concerning educational inequality should include not just the possibilities for remediating the skill levels of poor children, but also approaches to changing the environments that limit their opportunities.

Utility of a Writing Station in the Multiple Mini-Interview

The multiple mini-interview (MMI) is a reliable and valid method of selecting applicants for admission to health professional schools on the basis of non-cognitive traits. Because the MMI is a series of short interview stations that applicants rotate through in coordinated sequence, it can potentially be resource intensive. However, the MMI design has room for innovation and efficiency. At the University of Manitoba Faculty of Medicine, a 10-minute unsupervised writing station (WS) was incorporated into the MMI to obtain a writing sample from each applicant, to increase the number of independent scores per applicant, and to increase the number of applicants interviewed per circuit without increasing interviewer numbers. One assessor evaluated all the writing samples and assigned a score ranging from 1 to 7. With the inclusion of a WS into an 11-station MMI, the faculty's capacity to interview applicants increased by 9% (from 297 to 324) without substantially increasing interviewer hours needed per day. For 1,257 applicants interviewed in 2008-2011, the mean WS score was 4.03 (SD=1.36), whereas applicants' mean of 10 oral station (OS) scores was 4.62 (SD=0.69). Correlations between WS score and mean OS score ranged from .16 to .27 (p<.01) over the four years. Because inter-station correlations for OS ranged from .01 to .37, the correlation of .21 between WS and mean OS scores for all four years combined appears reasonable. Institutions that want to effectively increase the capacity of their MMI process might consider adding a WS.

What Role Does Grit Play in the Academic Success of Black Male Collegians at Predominantly White Institutions?

This study tests the importance of a noncognitive trait, grit, to predicting grades for a sample of Black males attending a predominantly White institution. Using multivariate statistics and hierarchical regression techniques, results suggest that grit is positively related to college grades for Black males and that background traits, academic factors, and grit explain 24 % of the variance in Black male’s college grades. Grit, alone, added incremental predictive validity over and beyond traditional measures of academic success such as high school grade point average and American College Test scores. Implications for policy and practice are highlighted.

Reliability and acceptability of a five-station multiple mini-interview model for residency program recruitment

BackgroundStandard interviews are used by most residency programs in the United States for assessment of aptitude of the non-cognitive competencies, but variability of interviewer skill, interviewer bias, interviewer leniency or stringency, and context specificity limit reliability.AimTo investigate reliability and acceptability of five-station multiple mini-interview (MMI) model for resident selection into an internal medicine residency program in the United States.SettingOne independent academic medical center.ParticipantsTwo hundred and thirty-seven applicants and 17 faculty interviewers.Program descriptionFive, 10-min MMI stations with five different interviewers blinded to the candidate's records and one traditional 20-min interview with the program director. Candidates were rated on two items: interpersonal and communication skills, and overall performance.Program evaluationGeneralizability data showed that the reliability of our process was high (>0.9). The results of anonymous surveys demonstrated that both applicants and interviewers consider the MMI as a fair and more effective tool to evaluate non-cognitive traits, and prefer the MMI to standard interviews.DiscussionThe MMI process for residency interviews can generate reliable interview results using only five stations, and it is acceptable and preferred over standard interview modalities by the applicants and faculty members of one US residency program.

The Effect of Non-Cognitive Traits on Health Behaviours in Adolescence

This paper investigates the relationship between personality traits in adolescence and health behaviours using a large and recent cohort study. In particular, we investigate the impact of locus of control, self-esteem and conscientiousness at age 15-16, on the incidence of health behaviours such as: alcohol consumption; cannabis and other drug use; unprotected and early sexual activity; and sports and physical activity. We use matching methods to control for a very rich set of adolescent and family characteristics and we find that personality traits do affect health behaviours. In particular, individuals with external locus of control, or with low self-esteem, or with low levels of conscientiousness are more likely to engage in health-risky behaviours.

The College Type: Personality and Educational Inequality

I examine the effects of cognitive ability and personality traits on college graduation in a recent cohort of young Americans, and how the returns to these traits vary by family background, and find very substantial differences across family background groups in the personality traits that predict successful completion of college, particularly for men. The implications are two-fold. First, the returns to noncognitive traits may be highly context-dependent. Second, policy discussion concerning educational inequality should include, not just the possibilities for remediating the skill levels of poor children, but also approaches to changing the environments that limit their opportunities.

Association of "Grit" and Satisfaction in Rural and Nonrural Doctors

One potential psychological construct, grit, may help to explain the non-cognitive traits that account for both rural physician satisfaction and retention. We investigated (1) the psychological construct grit among rural and non-rural primary care/specialty care physicians, (2) satisfaction levels and (3), the relationship between the psychological construct grit and satisfaction across combinations of rural/non-rural and primary care/specialty care physicians. We mailed a cross-sectional questionnaire to 2126 active members of the Idaho Medical Association and Idaho Academy of Family Physicians measuring their self-reported level of grit, satisfaction level and area of specialty. We received responses from 564 physicians (26.5%). Idaho physicians have relatively uniform levels of grit independent of specialty or practice location. Specialty care physicians reported significantly higher levels of ambition, regardless of practice location. Most physicians were satisfied with their practice (91.7%). Specialty care physicians reported a significantly higher difference in their levels of satisfaction with their practice compared to primary care physicians. Idaho primary care and specialty care physicians in both rural and non-rural settings reports themselves as individuals who work hard, persevere despite setbacks, and are ambitious. Furthermore, Idaho physicians are satisfied with their current practices.

The role of noncognitive traits in undergraduate study behaviours

Undergraduate study behaviours, principally lecture attendance and additional study, are shown to predict better student achievement by many researchers. Despite this, there is not much evidence on the determinants of these behaviours. This is the first paper to explore the determinants of study behaviours across multiple subject areas; and is the first to incorporate students’ noncognitive traits into such a model; that the authors are aware of. This enables the formation of policy that can improve academic achievement by encouraging study behaviour. The results show that students’ noncognitive traits, in particular conscientiousness and future-orientation, are important determinants of lecture attendance and additional study hours. In fact, there is very little that explains undergraduate study behaviour besides noncognitive traits. Standard economic factors, such as family income, financial aid and parental transfers, are not predictive of study behaviours. Some comments are provided on a potential behavioural economics approach to encouraging study behaviours.

Multiple Mini Interview for Selection into OTL Residency

Objective: 1) To determine the reliability of the Multiple Mini Interview (MMI) for resident selection into an otolaryngology–head and neck surgery (OTL-HNS) program. 2) To assess the degree of acceptance by major stakeholders (interviewers and applicants) towards the MMI when compared to traditional interviews. Method: Canadian medical graduates applying to OTL-HNS residency programs underwent MMI in 2011 and 2012. MMI had 7 stations evaluating unique candidate attributes. Stations include surgical skills assessment and 2 simulation scenarios with standardized actors for noncognitive traits. Reliability was determined, and upon completion, stakeholders rated aspects MMI using 7-point Likert scale. Results: Data were collected from a total of 45 applicants and 19 evaluators. Overall interrater reliability of the MMI was good. The majority of applicants (&gt;80%) felt that MMI helped them present their strengths and that it did not have any gender, cultural, or age bias. Assessors (&gt;85%) felt that the MMI evaluated a valid range of competencies and that it tested more aspects of an applicant than traditional interviews. Both applicants and assessors (&gt;70%) agreed that the MMI was a fair process, and both preferred the MMI over the traditional interview. Conclusion: The MMI is a reliable tool for the selection of applicants to an OTL-HNS residency program. It is well accepted by both applicants and assessors, with the majority of stakeholders preferring the MMI over traditional interviews.

Formation of Educational Expectations of Lower Socioeconomic Status Children

The purpose of this study was to investigate the mediation effects of children’s cognitive and noncognitive traits on the relationship between dropout mothers’ traits and their children’s educational expectations and to examine the interaction effects of dropout mothers’ General Education Development (GED) on children’s traits and educational expectations. The data were drawn from a series of National Longitudinal Survey Data. This study demonstrated the effect of mothers’ self-esteem on children’s educational expectations, which were mediated through children’s cognitive ability and self-esteem after controlling for the mothers’ cognitive ability, self-esteem, and socioeconomic status. Furthermore, mothers’ GED attainment moderated the relationship between children’s self-esteem and educational expectations. These findings provide better understanding of the intergenerational connections between cognitive and noncognitive traits and educational expectations.

Socioeconomic status modifies interest-knowledge associations among adolescents

Researchers have recently taken a renewed interest in examining the patterns by which noncognitive traits and cognitive traits relate to one another. Few researchers, however, have examined the possibility that such patterns might differ according to environmental context. Using data from a nationally representative sample of approximately 375,000 students from 1300 high schools in the United States, we examined the relations between socioeconomic status (SES), interests, and knowledge in eleven academic, vocational/professional, and recreational domains. We found little support for the hypothesis that SES-related differences in levels of interest mediate SES-related differences in levels of knowledge. In contrast, we found robust and consistent support for the hypothesis that SES moderates interest-knowledge associations. For 10 out of 11 of the knowledge domains examined, the interest-knowledge association was stronger for individuals living in higher SES contexts. Moderation persisted after controlling for an index of general intelligence. These findings are consistent with the hypothesis that low SES inhibits individuals from selectively investing their time and attention in learning experiences that are consistent with their interests.

Parental income and the fruits of labor: Variability in homework efficacy in secondary school

Research in the sociology of education has shown that noncognitive traits are important predictors of educational outcomes and a mechanism of the intergenerational transmission of status. However, previous research on this topic typically posits that there is a constant effect of these traits with variable prevalences of these traits by socioeconomic status. Using time spent on homework as an example, I analyze income-based heterogeneity in homework efficacy, defined as the individual effect of study time on academic achievement, using a national U.S. probability sample of secondary students. Higher income students gain more knowledge from their homework time than their counterparts in all grades and all subjects except history, with greater group differences for math than for science and reading. These results are confirmed by models accounting for time-invariant unobserved heterogeneity in the 8th–10th, but not 10th–12th, grade windows. These results imply that increases in the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary school.

Predictive validity of the personal qualities assessment for selection of medical students in Scotland

Background: The Personal Qualities Assessment (PQA) was developed to enhance medical student selection by measuring a range of non-cognitive attributes in the applicants to medical school. Applicants to the five Scottish medical schools were invited to pilot the test in 2001 and 2002.Aims: To evaluate the predictive validity of PQA for selecting medical students.Methods: A longitudinal cohort study was conducted in which PQA scores were compared with senior year medical school performance.Results: Consent to access performance markers was obtained from 626 students (61.6% of 1017 entrants in 2002–2003). Linkable Foundation Year (4th) rankings were available for 411 (66%) students and objective structured clinical examination (OSCE) rankings for 335 (54%) of those consenting.Both samples were representative of the original cohort. No significant correlations were detected between separate elements of the PQA assessment and student performance. However, using the algorithm advocated by Powis et al. those defined as ‘non-extreme’ (<±1.5 SD from the cohort mean scores; SD, standard deviation) character types on the involved-detached and on the libertarian–communitarian moral orientation scales were ranked higher in OSCEs (average of 7.5% or 25 out of 335, p = 0.049).Conclusions: This study was limited by high attrition and basic outcome markers which are insensitive to relevant non-cognitive characteristics. However, it is the largest currently available study of predictive validity for the PQA assessment. There was one finding of significance: that those students who were identified by PQA as ‘not extreme’ on the two personal characteristics scales performed better in an OSCE measure of professionalism. Futures studies are required since psychometric testing for both cognitive and non-cognitive attributes are increasingly used in admission process and these should include more and better measures of professionalism against which to correlate non-cognitive traits.

Equity and Access to Tertiary Education: Demand for Student Loans in Italy

This report provides comprehensive investigation about the demand for student loans in Italy. The aim is to inform policy makers about the best actions to purse to activate the demand for student loans in Italy. The analysis examines data of high school leavers, university students, households and banks surveys collected both at the level of the Veneto Region, located in the North-East of Italy, and at the national level. Using multinomial logit models we estimate the marginal effects of exogenous circumstances, such as family background and parental income, which are characteristics outside the students’ control, and of effort and non-cognitive personality traits that are under individuals’ responsibility. The main findings show that both high school leavers of the Veneto region and university students at the national level do not consider student loans as an instrument to equalize opportunities of access although, as expected, the willingness to take up a loan is negatively correlated with income. Low tuition fees and direct costs, and the legal value of the university credential might explain this evidence. Rather, student loans are an instrument to equalize the intensity of study attendance. Working students, and students enrolled in university after a working period, are relatively more willing to take up a student loan. Furthermore, Italian youngsters envision student loans as a means to emancipate from their families of origin.

Evaluating Postdoctoral Dental Candidates: Assessing the Need and Recommendations for a National Qualifying Examination

Increasingly, U.S. dental schools report pass/fail grades and do not rank students. In addition, the Joint Commission on National Dental Examinations will report National Board Dental Examination (NBDE) scores as pass/fail after January 1, 2012. This article discusses how these changes will force postdoctoral dental program directors to modify how they assess candidates and how noncognitive evaluations might enhance those assessments. The authors propose developing a national qualifying examination for postdoctoral dental programs that will measure knowledge, decision making, and noncognitive traits including empathy, self-confidence, integrity, and emotional intelligence. Without NBDE scores, class rank, and GPA as a basis for decision making, a single national qualifying examination would assist postdoctoral programs in selecting high-quality candidates based on knowledge, critical thinking skills, and noncognitive traits.

Consequences of Parental Divorce for Child Development

In this article, I propose a three-stage estimation model to examine the effect of parental divorce on the development of children’s cognitive skills and noncognitive traits. Using a framework that includes pre-, in-, and post-divorce time periods, I disentangle the complex factors affecting children of divorce. I use the Early Childhood Longitudinal Study-Kindergarten Class 1998 to 1999 (ECLS-K), a multiwave longitudinal dataset, to assess the three-stage model. To evaluate the parameters of interest more rigorously, I employ a stage-specific ordinary least squares (OLS) model, a counterfactual matching estimator, and a piece-wise growth curve model. Within some combinations of developmental domains and stages, in particular from the in-divorce stage onward, I find negative effects of divorce even after accounting for selection factors that influence children’s skills and traits at or before the beginning of the dissolution process. These negative outcomes do not appear to intensify or abate in the ensuing study period.