The development of non-cognitive skills in adolescence

Hoeschler, Peter; Balestra, Simone; Backes‐Gellner, Uschi

doi:10.1016/j.econlet.2017.11.012

Cited by 39 publications

(21 citation statements)

References 15 publications

(16 reference statements)

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“…Our findings showed that because of the cold and snow, using AST during winter conditions was not easy and it foremost required commitment and grit. Grit is defined as perseverance and passion for long-term goals [43] and it is a characteristic that can change and develop through life in line with life experience [44]. According to Cosgrove et al [45], physical activity is one way of developing grit as children learn to set goals and achieve them by overcoming adversities.…”

Section: Discussionmentioning

confidence: 99%

Active School Transportation in Winter Conditions: Biking Together Is Warmer

Lindqvist

Löf

et al. 2019

IJERPH

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There has been a decline in children’s use of active school transportation (AST) while there is also limited research concerning AST in winter conditions. This study aimed to explore the prerequisites and experiences of schoolchildren and parents participating in an empowerment- and gamification-inspired intervention to promote students’ AST in winter conditions. Methods: Thirty-five students, who were aged 12–13 years, and 34 parents from the north of Sweden participated in the study. Data were collected using photovoice and open questions in a questionnaire and analyzed using qualitative content analysis. Results: The results show that involvement and togetherness motivated the students to use AST. In addition, during the project, the parents changed to have more positive attitudes towards their children’s use of AST. The students reported that using AST during wintertime is strenuous but rewarding and imparts a sense of pride. Conclusion: Interventions for increasing students’ AST in winter conditions should focus on the motivational aspects for both children and parents. For overcoming parental hesitation with regards to AST during winter, addressing their concerns and empowering the students are key factors. To increase the use of AST all year around, targeting the challenges perceived during the winter is especially beneficial.

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Section: Discussionmentioning

confidence: 99%

Active School Transportation in Winter Conditions: Biking Together Is Warmer

Lindqvist

Löf

et al. 2019

IJERPH

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“…A recent study by Hoeschler et al . () finds further evidence that grit and personality traits develop heterogeneously during adolescence, increasing for some and decreasing for others, highlighting a need to better understand development during this period.…”

Section: Skill Developmentmentioning

confidence: 93%

Identity Economics: Social Influence and Skill Development

Norris

2019

Journal of Economic Surveys

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Within the economic literature, studies in identity economics, peer effects, and skill development have all suggested that social influences have an important role in determining choices. In this review, I draw on lessons learned from the identity economics literature to examine implications from the peer effects and skill development literature. I focus on the role of social identity in generating social group effects from peers and what role identity may have in shaping the development of skills from broader environments, parents and peers during childhood and adolescence.

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“…There was evidence of weak (or metric) variance, Δχ 2 (26) = 78.81, p < .001; however, differences between model fit indices were miniscule (e.g., ΔCFI = .001) and comparisons of standardized factor loadings suggested that the only differences were that factor loadings were for the most part stronger for seniors than for freshmen. This finding is intuitive given that youth increase in their ability to respond to surveys as they get older (Hoeschler, Balestra, & Backes-Gellner, 2018). For these reasons, weak invariance was accepted, and structural invariance (i.e., whether the structural model is the same across freshmen and seniors) was tested.…”

Section: Multigroup Semsmentioning

confidence: 99%

Relationships Among Noncognitive Factors and Academic Performance: Testing the University of Chicago Consortium on School Research Model

2019

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In response to interest in the role of noncognitive factors in academic performance, several theoretical models have been developed; however, there have been few empirical attempts to validate those models, particularly with minority populations. This study used measures of academic mindsets, social skills, academic perseverance, learning strategies, and academic performance to test the structural pathways of a well-known hypothesized model of noncognitive factors and academic performance proposed by researchers at the University of Chicago Consortium on School Research. The population of study consisted of high school students from a mainly Hispanic, low-income school district. Results support the hypothesized model; however, academic perseverance was not significantly related to academic performance in the context of other noncognitive factors. Additionally, findings differed across groups, including age (e.g., freshman vs. senior), socioeconomic status (e.g., parent education, free/reduced priced lunch), and race/ethnicity.

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The development of non-cognitive skills in adolescence

Cited by 39 publications

References 15 publications

Active School Transportation in Winter Conditions: Biking Together Is Warmer

Active School Transportation in Winter Conditions: Biking Together Is Warmer

Identity Economics: Social Influence and Skill Development

Relationships Among Noncognitive Factors and Academic Performance: Testing the University of Chicago Consortium on School Research Model

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