Abstract
In the past decades the prediction of academic success has been considered dependent to cognitive factors such as intelligence and academic abilities. However, in recent years researchers in education and social sciences have recognized that non-cognitive factors and skills play a critical role in educational success and achievement (Stankov & Lee, 2014).
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References
Barrett, L. (2014). What counts as (non) cognitive? A comment on Rowe and Healy. Behavioral Ecology, 25(6), 1293–1294.
Kautz, T., Heckman, J. J., Diris, R., Ter Weel, B., & Borghans, L. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success (No. w20749). Bonn, Germany: National Bureau of Economic Research.
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Stankov, L., & Lee, J. (2014). Quest for the best non-cognitive predictor of academic achievement. Educational Psychology, 34(1), 1–8.
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Khine, M.S. (2016). Non-Cognitive Skills and Factors in Educational Success and Academic Achievement. In: Khine, M.S., Areepattamannil, S. (eds) Non-cognitive Skills and Factors in Educational Attainment. Contemporary Approaches to Research in learning Innovations. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-591-3_1
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DOI: https://doi.org/10.1007/978-94-6300-591-3_1
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-591-3
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