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TABLE OF CONTENTS; PART I: INTRODUCTION; 1. NON-COGNITIVE SKILLS AND FACTORS IN EDUCATIONAL SUCCESS AND ACADEMIC ACHIEVEMENT; INTRODUCTION; CONCEPTUAL AND THEORETICAL UNDERPINNINGS; EVIDENCE FROM EMPIRICAL RESEARCH STUDIES; REFERENCES; PART II: CONCEPTUAL AND THEORETICAL UNDERPINNINGS; 2. CONNECTING NONCOGNITIVE DEVELOPMENT TO THE EDUCATIONAL PIPELINE; INTRODUCTION; WHAT ARE NONCOGNITIVE CONSTRUCTS?; WHICH NONCOGNITIVE CONSTRUCTS ARE MOST IMPORTANT?; WHY ARE NONCOGNITIVE CONSTRUCTS IMPORTANT?; HOW DO WE MEASURE NONCOGNITIVE CONSTRUCTS?; Self-Report Likert; Self-Report Biographical
Self-Report Situational JudgmentsSelf-Report Forced-Choice; Other-Report; Performance Tasks; HOW, WHEN, AND WHERE ARE NONCOGNITIVE CONSTRUCTS DEVELOPED?; HOW DO NONCOGNITIVE CONSTRUCTS RELATE TO THE ACHIEVEMENT GAP?; CONCLUSION; NOTE; REFERENCES; 3. THE NEED TO ADDRESS NON-COGNITIVE SKILLS IN THE EDUCATION POLICY AGENDA; INTRODUCTION; WHY DO NON-COGNITIVE SKILLS MERIT CORE CONSIDERATION IN THE EDUCATION POLICY AGENDA?; WHAT DOES RESEARCH DEMONSTRATE REGARDING NON-COGNITIVE SKILLS?; In Search of a Definition and a List of Skills; Why Do Non-Cognitive Skills Matter?
What Do We Know about the Origins of Non-Cognitive Skills and How They Can Be Nurtured?POLICY IMPLICATIONS; Which Changes to Education Policy Can Help It Best Fulfill This Mission?; How Can Research Help Education Policy Achieve These Goals?; CONCLUSION; NOTES; REFERENCES; 4. NON-COGNITIVE VARIABLES AND ACADEMIC ACHIEVEMENT: The Role of General and Academic Self-Efficacy and Trait Emotional Intelligence; INTRODUCTION; PERSONALITY TRAITS AND AP; ACADEMIC MOTIVATION; SELF-EFFICACY; Academic Self-Efficacy; Emotional Self-Efficacy (Trait Emotional Intelligence); INDIRECT EFFECTS
Indirect Effects of Personality and Academic Motivation on APGeneral and Academic Self-Efficacy; Trait EI and Emotion-Related Constructs; LIMITATIONS OF THE EXISTING LITERATURE; Overemphasis on Cognitive and Traditional Personality Traits; Lack of Cross-Cultural Research; Excessive Focus on GPA; Overlooking Key Components of Learning; Educational Implications; REFERENCES; 5. CONSIDERING NON-COGNITIVE FACTORS IN THE PREPARATION AND SELECTION OF EDUCATORS; INTRODUCTION; Rationale for Non-Cognitive Traits; COGNITIVE AND NON-COGNITIVE FACTORS; NON-COGNITIVE SKILLS; NON-COGNITIVE FACTORS
Grit
Overview and DefinitionGrit and West Point Cadets; RESILIENCE; Grit and Resilience; PERSISTENCE; Sources of Persistence; TEACHER PREPARATION AND PROFESSIONAL DEVELOPMENT; USOE Program Reviews; Penn Resiliency Program (PRP); Public Profit Foundation Strategies; Non-Cognitive Factors and Teacher Education; TEACHER SELECTION AND RETENTION; Novice Teachers and Non-cognitive Factors; CONCLUSION; NOTE; REFERENCES; 6. UNDERSTANDING ATTITUDES IN EDUCATION: New Directions for Assessment; UNDERSTANDING ATTITUDES IN EDUCATION: NEW DIRECTIONS FOR ASSESSMENT; DEFINITION OF ATTITUDES
Self-Report Situational JudgmentsSelf-Report Forced-Choice; Other-Report; Performance Tasks; HOW, WHEN, AND WHERE ARE NONCOGNITIVE CONSTRUCTS DEVELOPED?; HOW DO NONCOGNITIVE CONSTRUCTS RELATE TO THE ACHIEVEMENT GAP?; CONCLUSION; NOTE; REFERENCES; 3. THE NEED TO ADDRESS NON-COGNITIVE SKILLS IN THE EDUCATION POLICY AGENDA; INTRODUCTION; WHY DO NON-COGNITIVE SKILLS MERIT CORE CONSIDERATION IN THE EDUCATION POLICY AGENDA?; WHAT DOES RESEARCH DEMONSTRATE REGARDING NON-COGNITIVE SKILLS?; In Search of a Definition and a List of Skills; Why Do Non-Cognitive Skills Matter?
What Do We Know about the Origins of Non-Cognitive Skills and How They Can Be Nurtured?POLICY IMPLICATIONS; Which Changes to Education Policy Can Help It Best Fulfill This Mission?; How Can Research Help Education Policy Achieve These Goals?; CONCLUSION; NOTES; REFERENCES; 4. NON-COGNITIVE VARIABLES AND ACADEMIC ACHIEVEMENT: The Role of General and Academic Self-Efficacy and Trait Emotional Intelligence; INTRODUCTION; PERSONALITY TRAITS AND AP; ACADEMIC MOTIVATION; SELF-EFFICACY; Academic Self-Efficacy; Emotional Self-Efficacy (Trait Emotional Intelligence); INDIRECT EFFECTS
Indirect Effects of Personality and Academic Motivation on APGeneral and Academic Self-Efficacy; Trait EI and Emotion-Related Constructs; LIMITATIONS OF THE EXISTING LITERATURE; Overemphasis on Cognitive and Traditional Personality Traits; Lack of Cross-Cultural Research; Excessive Focus on GPA; Overlooking Key Components of Learning; Educational Implications; REFERENCES; 5. CONSIDERING NON-COGNITIVE FACTORS IN THE PREPARATION AND SELECTION OF EDUCATORS; INTRODUCTION; Rationale for Non-Cognitive Traits; COGNITIVE AND NON-COGNITIVE FACTORS; NON-COGNITIVE SKILLS; NON-COGNITIVE FACTORS
Grit
Overview and DefinitionGrit and West Point Cadets; RESILIENCE; Grit and Resilience; PERSISTENCE; Sources of Persistence; TEACHER PREPARATION AND PROFESSIONAL DEVELOPMENT; USOE Program Reviews; Penn Resiliency Program (PRP); Public Profit Foundation Strategies; Non-Cognitive Factors and Teacher Education; TEACHER SELECTION AND RETENTION; Novice Teachers and Non-cognitive Factors; CONCLUSION; NOTE; REFERENCES; 6. UNDERSTANDING ATTITUDES IN EDUCATION: New Directions for Assessment; UNDERSTANDING ATTITUDES IN EDUCATION: NEW DIRECTIONS FOR ASSESSMENT; DEFINITION OF ATTITUDES