Student Selection--An Experimental Investigation: I

Himmelweit, Hilde T.

doi:10.2307/586892

Cited by 11 publications

(1 citation statement)

References 19 publications

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“…In the first half of the 20th century, a wide variety of noncognitive attributes were investigated as predictors of academic accomplishment, including personality (often under the label character traits ), interests, motivation, and study habits. For extensive reviews of this early literature, see Harris (), Himmelweit (), Lord (), and Wolf (). Indeed, no less than Henry Chauncey, president and founder of Educational Testing Service (ETS), once noted: “Probably little further improvement in the prediction of college success can be expected until reasonably valid and reliable measures of such personal qualities have been devised” (Chauncey & Frederiksen, , p. 93).…”

Section: Major Varieties Of Human Capitalmentioning

confidence: 99%

A Psychological Approach to Human Capital

Kell

Robbins

et al. 2018

ETS Research Report Series

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The concept of human capital originated in economics over 200 years ago. The current paper takes a novel approach to human capital by interpreting it from a psychological perspective. We divide human capital into 2 domains: traditional and nontraditional. The traditional domain consists of the constructs that have been historically classified as human capital: the cognitive skills and knowledge associated with educational success and measured by high‐stakes tests. The nontraditional domain consists of constructs that have not historically been associated with human capital: personality traits, vocational interests, and psychosocial and academic‐related factors. Both traditional and nontraditional human capitals are important predictors of school and work success. Science, however, is concerned with developing explanations in addition to making accurate predictions, and we move beyond a descriptive taxonomy of human capital constructs by providing a psychological process‐based account of human capital grounded in the cognitive–affective processing system (CAPS) developed by Mischel and Shoda. To practically illustrate the power of this approach for explaining how human capital is manifested in individuals' actions, we offer a CAPS‐based model of student help‐seeking behavior—a type of behavior that is an important facilitator of positive educational outcomes.

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Section: Major Varieties Of Human Capitalmentioning

confidence: 99%