Non‐cognitive skills: Potential candidates for global measurement

Zhou, Kai

doi:10.1111/ejed.12241

Cited by 28 publications

(30 citation statements)

References 80 publications

(87 reference statements)

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“…The way we react to stress varies greatly between individuals, and the students need develop personal resources to successfully progress through higher education, despite its constant challenges ( 19 ). Recent years have seen growing interest in these resources what are called non-cognitive variables —also known as personal skills, personal qualities, character traits, psychosocial skills, and soft skills ( 20 – 23 )—for their important impact on educational achievement, success in the job market, career and life success, and well-being ( 24 , 25 ). Among the non-cognitive skills that may increase vulnerability to stress, or, constitute protective resources for coping, two important constructs have been emphasized, and will be addressed in this study: personality traits (BF model) and resilience ( 19 ).…”

Section: Introductionmentioning

confidence: 99%

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

et al. 2021

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The aim of this cross-sectional study was to establish predictive relationships of the Big Five personality factors (according to their self-regulatory level), together with resilience (proactive and reactive factors), for factors and symptoms of academic stress related to teaching and learning in the University context. A total of 405 female undergraduate students were selected, and completed questionnaires that had been previously validated in Spanish University students (Big Five personality factors, resilience, and academic stress symptoms and factors). A linear, ex-post facto design was used, including linear regression, Structural Equation Modeling (SEM), and mediational analyses. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-regulatory personality factors (openness to experience, agreeableness) showed little relationship. By contrast, the dysregulatory personality factor (neuroticism) was a negative predictor of proactive resilience, a positive predictor of reactive resilience, and positively predicted academic stress factors in the teaching and learning process, as well as stress symptoms. SEM general analysis showed that personality factors positively predicted resilience, and resilience negatively predicted factors and symptoms of academic stress. Specific mediational model analysis, with each personality factor, confirmed the different mediating relationships that appeared in the linear regression analyses. These results are discussed from the perspective of promoting resilience and healthy personalities in the University context. Implications for addressing academic stress at University are discussed.

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Section: Introductionmentioning

confidence: 99%

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

et al. 2021

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“…Their findings were elaborated by many other researchers who found important associations between non-cognitive skills and various outcomes even though the mechanisms of influence still remained unclear for many of them (e.g. Reynolds et al 2010;Zhou 2017).…”

Section: Academic Optimism and Its Relationship To Learning Outcomesmentioning

confidence: 91%

Academic Optimism and Non-Cognitive Outcomes in Czech Lower Secondary Schools

Simonová

Straková²,

Greger³

2019

sociologia

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Academic Optimism and Non-Cognitive Outcomes in Czech Lower SecondarySchools. Educational effectiveness research shows that teacher beliefs influence how teachers interact with students and thus affect not only the quality of their instruction but also students' learning outcomes. A teacher's interpersonal relationship styles, supportiveness, and mindset with regard to all students' abilities to succeed were found to be predictive not only of students' academic achievement, but also of non-cognitive outcomes such as engagement in school, learning motivation, or positive social development. The purpose of this paper is to explore the relationship between three non-cognitive outcomes of Czech lower secondary students in grade 9, perseverance, self-efficacy, and educational aspirations, and the attitudes of their teachers that are operationalized as academic optimism. The data set used for the analysis presented in this paper contained data from 4798 grade 9 students and 1469 teachers from 124 basic schools and 39 grammar schools that was collected in the Czech Longitudinal Study in Education in 2016. Two-level structural equation modelling is used to test the hypothesis that students' non-cognitive outcomes are related to the academic optimism of their teachers. Academic optimism was directly related to both students' self-efficacy and class composition according to socio-economic status. These are very important findings with respect to tracking practices in the Czech education system since they exhibit not only early tracking but also a strong differentiation within individual tracks according to socio-economic status.

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“…The students' playing cards in this competitive industry will be slim if they are deficient in the essential knowledge and skills expected of them. Zhou (2017) defined non-cognitive skills as the patterns of thought, feelings, and behaviors that are socially determined and developed throughout the lifetime to produce value. Non-cognitive skills comprise personal traits/character, attitudes, motivations, and social skills (DeAngelis et al 2019).…”

Section: Poor Basic Knowledge and Skillsmentioning

confidence: 99%

Addressing Maritime Industry Feedback For Continuous Improvement: A Process Model

Estimo¹,

Aguilar²

2021

ped

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Stakeholders’ satisfaction is essential for sustainability. It provides opportunities for learning the strengths and weaknesses of an institution or organization to design and improve the quality of its services to promote goodwill and effective partnerships with the industry and the community. This descriptive study discusses and illustrates how a leading maritime university implements a process model for addressing industry feedback in the Philippines based on a trend of data gathered for nine consecutive years (2011 – 2019). This paper also mentions the actions taken by the University to address the issues and concerns raised by the industry stakeholders represented by shipping company Presidents, Crewing Managers, and Training Officers, particularly on the quality of graduates that it produces vis-à-vis the expectations of the industry. This study used the mixed methods of gathering data. The results revealed a trend in the level of satisfaction of the industry stakeholders, which point to a consistently high level of satisfaction with minimal declines at certain points from the quality of students that the school is producing to the quality of services provided over the years. Certain factors have been discussed as possibly influential in the decline of the stakeholders’ level of satisfaction. After implementing the work processes to address industry feedback, it was found to be working well and is now being considered by the administration as one of its best practices. To date, the University is continuously maximizing all strategies possible to sustain its performance in meeting the industry’s expectations.

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Non‐cognitive skills: Potential candidates for global measurement

Cited by 28 publications

References 80 publications

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

Academic Optimism and Non-Cognitive Outcomes in Czech Lower Secondary Schools

Addressing Maritime Industry Feedback For Continuous Improvement: A Process Model

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