Abstract
A growing literature shows that individual skills like perseverance, self-control or social competence play a prominent role on education, employment and health outcomes even after controlling for individual differences in cognitive ability (Almlund et al., 2011). These skills, among others, are labelled “noncognitive skills” and they appear to be, for some collectives, even more relevant predictors of observed individual differences in life-time outcomes than innate intellectual ability (Almlund et al., 2011; Lindqvist & Vestman, 2011).1
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Mendez, I., Zamarro, G. (2016). Noncognitive Skills. 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_19
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DOI: https://doi.org/10.1007/978-94-6300-591-3_19
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