1,275 Citations
Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success
- PsychologySSRN Electronic Journal
- 2014
This paper reviews the recent literature on measuring and boosting cognitive and noncognitive skills. The literature establishes that achievement tests do not adequately capture character…
What do test scores really capture? Evidence from a large-scale student assessment in Mexico
- Economics, Education
- 2021
Fostering and Measuring Skills: Interventions that Improve Character and Cognition
- PsychologySSRN Electronic Journal
- 2013
This paper reviews the recent literature on measuring and boosting cognitive and noncognitive skills. The literature establishes that achievement tests do not adequately capture character…
When You Say Nothing at All: The Predictive Power of Student Effort on Surveys
- Psychology
- 2015
Character traits and noncognitive skills are important for human capital development and long-run life outcomes. Research in economics and psychology now shows this convincingly. But research into…
Can Non-Cognitive Skills Programs Improve Achievement? Quasi-Experimental Evidence from EPIS
- Psychology
- 2017
Do investments in soft skills pay off in terms of student achievement? This paper evaluates a large private-sector program in this area, EPIS, based on individual and small-group sessions of…
Comments on “Non-Cognitive Skills as Human Capital”
- Economics
- 2017
Shelly Lundberg has written an important paper about the rapidly growing study of “non-cognitive” skills in economics. This paper should be required reading for social scientists who seek to use…
When You Say Nothing at All: The Surprisingly Predictive Power of Student Effort on Surveys
- Psychology
- 2014
Research in economics and psychology has demonstrated that noncognitive skills are important for human capital development and long-run life outcomes, but advances in this research have been slowed…
What grades and achievement tests measure
- PsychologyProceedings of the National Academy of Sciences
- 2016
It is established that, on average, grades and achievement tests are generally better predictors of life outcomes than “pure” measures of intelligence.
The (Unequal) Interplay Between Cognitive and Noncognitive Skills in Early Educational Attainment
- Education, PsychologyAmerican Behavioral Scientist
- 2021
Cognitive and noncognitive skills are key indicators of educational success and merit. However, even when accounting for inequalities in skill formation by family socioeconomic status (SES), a wide…
References
SHOWING 1-10 OF 206 REFERENCES
WHO IS 'BEHAVIORAL'? COGNITIVE ABILITY AND ANOMALOUS PREFERENCES.
- EconomicsJournal of the European Economic Association
- 2013
Evidence from a new laboratory study of Chilean high-school students with similar schooling backgrounds shows that small-stakes risk aversion and short-run discounting are less common among those with higher standardized test scores, providing suggestive evidence of a possible causal impact of cognitive resources on expressed preferences.
The Role of Noncognitive Skills in Explaining Cognitive Test Scores
- Economics, PsychologySSRN Electronic Journal
- 2006
AbstractThis paper examines whether noncognitive skills — measures both by personality traits andeconomic preference parameters — influence cognitive tests performance. The basic idea isthat…
The Non-Cognitive Returns to Class Size
- Psychology
- 2008
The authors use nationally representative survey data and a research design that relies on contemporaneous within-student and within-teacher comparisons across two academic subjects to estimate how…
Motivation, Test Scores, and Economic Success ⁄
- Psychology
- 2006
This paper argues that low-stakes test scores, available in surveys, may be partially determined by test-taking motivation, which is associated with personality traits but not with cognitive ability.…
The myth of achievement tests : the GED and the role of character in American life
- Education
- 2013
Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED…
Interpreting the Evidence on Life Cycle Skill Formation
- EconomicsSSRN Electronic Journal
- 2005
This paper presents economic models of child development that capture the essence of recent findings from the empirical literature on skill formation. The goal of this essay is to provide a…
The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior
- Economics, PsychologyJournal of Labor Economics
- 2006
This article establishes that a low‐dimensional vector of cognitive and noncognitive skills explains a variety of labor market and behavioral outcomes. Our analysis addresses the problems of…
The Ged
- EducationSSRN Electronic Journal
- 2010
The General Educational Development (GED) credential is issued on the basis of an eight hour subject-based test. The test claims to establish equivalence between dropouts and traditional high school…