The softer side of learning: Measuring students’ non-cognitive skills

Abstract

With an abundance of datasets of standardized test score data, researchers and education policymakers run the risk of focusing exclusively on the measurement of cognitive outcomes in key academic subjects such as math and reading at the expense of important non-cognitive outcomes. We use behavioral measures of conscientiousness, perseverance, and delay of gratification as well as a self-reported measure of student grit – defined as student perseverance and passion for long-term goals – to assess the non-cognitive skills of 174 16- to 18-year-old students attending a residential public high school in Arkansas, United States. Analysis shows that 11th grade students (16- to 17-year-olds) rate themselves lower on self-reported grit but outperform their 12th grade counterparts (17- to 18-year-olds) on behavioral measures of persistence, delay of gratification, and conscientiousness. These findings point to the strengths and limitations of existing tools for measuring non-cognitive skills and the need for more measures to be developed and tested with diverse populations.

Future-Ready Strategic Oversight of Multiple Artificial Superintelligence-Enabled Adaptive Learning Systems via Human-Centric Explainable AI-Empowered Predictive Optimizations of Educational Outcomes

“…Hence, a survey that could be used to understand more about the noncognitive aspects of their learning experiences could also be administered to the students upon the completion of their learning process in the AI-ALS. Some of the possible noncognitive instruments that could be utilized by educational stakeholders include those that are offered by researchers such as Al-Mutawah and Fateel [37], Chamberlin, Moore, and Parks [38], Egalite, Mills, and Greene [39], Lipnevich, MacCann, and Roberts [40], and Mantzicopoulos, Patrick, Strati, and Watson [41].…”

Parental Perceptions of Grit: First Steps Towards Building Effective Character Education Programs

“…The Grit Scale and the Short Grit Scale (the Grit-S) provide researchers with measurement tools that remain consistent across grit research. However, the scale's predictive value is negatively affected by its lack of relation to grit's factor structure, its failure to address different age groups, and its inclination toward a property-first approach to fostering grit in students (Egalite, Mills, & Greene, 2016;Muenks, Wigfield, Yang, & O'Neal, 2017). While addressing the gaps in perception research and current findings on parental involvement, acknowledging the shortcomings of the current Grit-S and working towards more reliable measurement tools may provide the accountability that character education programming currently lacks (West et al, 2016).…”

“…xiv-xv). Persistence, self-control, optimism, curiosity, conscientiousness-these, among others, are what have been universally agreed upon as the traits that are necessary for a child to develop in order to succeed academically, emotionally, and mentally (Duckworth, Quinn, & Seligman, 2009;Egalite, Mills, & Greene, 2016;Tough, 2012).…”

Perfiles de Resiliencia y Estrategias de Afrontamiento en la Universidad: Variables Contextuales y Demográficas

“…También son conocidos con otras denominaciones como life skills, soft skills, personal skills, fortalezas de carácter (character skills/strensgths), disposiciones, hábitos de la mente, aprendizaje socioemocional, entre otros (Conley, 2013;Dweck, Walton, y Cohen, 2011;Egalité;Mills y Greene, 2014;Gutman y Schoon, 2013;Heckman y Rubinstein, 2001;Rosen, Glennie, Dalton, Lennon y Bozick, 2010).…”