Non-cognitive skills and factors in educational attainment /:
"This volume addresses questions that lie at the core of research into education. It examines the way in which the institutional embeddedness and the social and ethnic composition of students affect educational performance, skill formation, and behavioral outcomes. It discusses the manner in wh...
Saved in:
| Other Authors: | , |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Rotterdam, The Netherlands :
Sense Publishers,
[2016]
|
| Series: | Contemporary approaches to research in learning innovations ;
9. |
| Subjects: | |
| Online Access: | DE-862 DE-863 |
| Summary: | "This volume addresses questions that lie at the core of research into education. It examines the way in which the institutional embeddedness and the social and ethnic composition of students affect educational performance, skill formation, and behavioral outcomes. It discusses the manner in which educational institutions accomplish social integration. It poses the question of whether they can reduce social inequality -- or whether they even facilitate the transformation of heterogeneity into social inequality. Divided into five parts, the volume offers new insights into the many factors, processes and policies that affect performance levels and social inequality in educational institutions. It presents current empirical work on social processes in educational institutions and their outcomes. While its main focus is on the primary and secondary level of education and on occupational training, the book also presents analyses of institutional effects on transitions from vocational training into tertiary educational institutions in an interdisciplinary and internationally comparative approach"--Provided by publisher |
| Physical Description: | 1 online resource (446 pages). |
| Bibliography: | Includes bibliographical references and index. |
| ISBN: | 9789463005913 9463005919 |
Staff View
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| 490 | 1 | |a Contemporary approaches to research in learning innovations ; |v volume 9 | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | 0 | |t Introduction -- |t Non-cognitive skills and factors in educational success and academic achievement / |r Myint Sew Khine -- |t Conceptual and theoretical underpinnings -- |t Connecting Noncognitive development to the educational pipeline / |r Kevin T. Petway II, Meghan W. Brenneman and Patrick C. Kyllonen -- |t The need to address non-cognitive skills in the education policy agenda / |r Emma Garcia -- |t Non-cognitive variables and academic achievement: the role of general and academic self-efficacy and trait emotional intelligence / |r Maria-Jose Sanchez-Ruiz, Jamil El Khoury, George Saade and Miriam Salkhanian -- |t Considering non-cognitive factors in the preparation and selection of educators / |r John R. McIntyre and Rebecca Vecchione -- |t Understanding attitudes in education: new directions for assessment / |r Anastasiya A. Lipnevich, Kalina Gjicali and Stefan Krumm -- |t Relation between non-cognitive factors of learning and the student's academic performance / |r Valerica Anghelache -- |t Evidence from empirical research studies -- |t Non-cognitive influences on academic achievement: evidence from PISA and TIMSS / |r Jihyn Lee and Lazar Stankov -- |t A synthesis of causal evidence linking non-cognitive skills to later outcomes for children and adolescents / |r Leslie Morrison Gutman and Ingrid Schoon -- |t Non-cognitive factors of learning as early indicators of students at-risk of failing in tertiary education / |r Geraldine Gray, Colm McGuinness and Philip Owende -- |t The measurement of social and emotional skills and their association with academic attainment in British cohort studies / |r Heather Joshi, Bilal Nasim and Alissa Goodman -- |t Non-cognitive assessment and student engagement / |r Anna Nadirova and John Burger -- |t Implicit broken structure: the multidimensionality of non-cognitive factors in higher education / |r Danny Moire Thom and Marni Finkelstein -- |t The study of non-cognitive attributes in education: proposing the mental toughness framework / |r PeterClough, Steven Oakes, Neil Gagnall, Helen St Clair-Thompson and Sarah McGeown -- |t Mental toughness: correlates with education outcomes / |r Helen St Clair-Thompson and Sarah McGeown -- |t It is not about "being best in the world" . it is about "being best for the world" / |r Margaret Anne Carter, Merilyn Dasson and Katerina Kanakis -- |t The role of non-cognitive factors in pathways to college attendance and degree completion / |r Suh-Ruu Ou and Arthur J. Reynolds -- |t Non-cognitive correlates of emirati adolescents' mathematics performance: a multilevel analysis / |r Shaljan Areepattamannil, Anita G. Welch, Michael Melkonian and Sumaya Saqr -- |t Non-cognitive skills: intergenerational transmission and their effect on education and employment outcomes / |r Ildefonso Mendez and Gema Zamarro -- |t Non-cognitive variables and academic success: what factors influence mathematics achievement? / |r Ernest Afari and Myint Sew Khine. |
| 520 | |a "This volume addresses questions that lie at the core of research into education. It examines the way in which the institutional embeddedness and the social and ethnic composition of students affect educational performance, skill formation, and behavioral outcomes. It discusses the manner in which educational institutions accomplish social integration. It poses the question of whether they can reduce social inequality -- or whether they even facilitate the transformation of heterogeneity into social inequality. Divided into five parts, the volume offers new insights into the many factors, processes and policies that affect performance levels and social inequality in educational institutions. It presents current empirical work on social processes in educational institutions and their outcomes. While its main focus is on the primary and secondary level of education and on occupational training, the book also presents analyses of institutional effects on transitions from vocational training into tertiary educational institutions in an interdisciplinary and internationally comparative approach"--Provided by publisher | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Affective education. |0 http://id.loc.gov/authorities/subjects/sh88004653 | |
| 650 | 0 | |a Educational psychology. |0 http://id.loc.gov/authorities/subjects/sh85041141 | |
| 650 | 2 | |a Psychology, Educational |0 https://id.nlm.nih.gov/mesh/D011588 | |
| 650 | 6 | |a Éducation affective. | |
| 650 | 6 | |a Psychopédagogie. | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Affective education |2 fast | |
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| author_additional | Myint Sew Khine -- Kevin T. Petway II, Meghan W. Brenneman and Patrick C. Kyllonen -- Emma Garcia -- Maria-Jose Sanchez-Ruiz, Jamil El Khoury, George Saade and Miriam Salkhanian -- John R. McIntyre and Rebecca Vecchione -- Anastasiya A. Lipnevich, Kalina Gjicali and Stefan Krumm -- Valerica Anghelache -- Jihyn Lee and Lazar Stankov -- Leslie Morrison Gutman and Ingrid Schoon -- Geraldine Gray, Colm McGuinness and Philip Owende -- Heather Joshi, Bilal Nasim and Alissa Goodman -- Anna Nadirova and John Burger -- Danny Moire Thom and Marni Finkelstein -- PeterClough, Steven Oakes, Neil Gagnall, Helen St Clair-Thompson and Sarah McGeown -- Helen St Clair-Thompson and Sarah McGeown -- Margaret Anne Carter, Merilyn Dasson and Katerina Kanakis -- Suh-Ruu Ou and Arthur J. Reynolds -- Shaljan Areepattamannil, Anita G. Welch, Michael Melkonian and Sumaya Saqr -- Ildefonso Mendez and Gema Zamarro -- Ernest Afari and Myint Sew Khine. |
| author_facet | Khine, Myint Swe Areepattamannil, Shaljan |
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| contents | Introduction -- Non-cognitive skills and factors in educational success and academic achievement / Conceptual and theoretical underpinnings -- Connecting Noncognitive development to the educational pipeline / The need to address non-cognitive skills in the education policy agenda / Non-cognitive variables and academic achievement: the role of general and academic self-efficacy and trait emotional intelligence / Considering non-cognitive factors in the preparation and selection of educators / Understanding attitudes in education: new directions for assessment / Relation between non-cognitive factors of learning and the student's academic performance / Evidence from empirical research studies -- Non-cognitive influences on academic achievement: evidence from PISA and TIMSS / A synthesis of causal evidence linking non-cognitive skills to later outcomes for children and adolescents / Non-cognitive factors of learning as early indicators of students at-risk of failing in tertiary education / The measurement of social and emotional skills and their association with academic attainment in British cohort studies / Non-cognitive assessment and student engagement / Implicit broken structure: the multidimensionality of non-cognitive factors in higher education / The study of non-cognitive attributes in education: proposing the mental toughness framework / Mental toughness: correlates with education outcomes / It is not about "being best in the world" . it is about "being best for the world" / The role of non-cognitive factors in pathways to college attendance and degree completion / Non-cognitive correlates of emirati adolescents' mathematics performance: a multilevel analysis / Non-cognitive skills: intergenerational transmission and their effect on education and employment outcomes / Non-cognitive variables and academic success: what factors influence mathematics achievement? / |
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| dewey-search | 370.15/3 |
| dewey-sort | 3370.15 13 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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Lipnevich, Kalina Gjicali and Stefan Krumm --</subfield><subfield code="t">Relation between non-cognitive factors of learning and the student's academic performance /</subfield><subfield code="r">Valerica Anghelache --</subfield><subfield code="t">Evidence from empirical research studies --</subfield><subfield code="t">Non-cognitive influences on academic achievement: evidence from PISA and TIMSS /</subfield><subfield code="r">Jihyn Lee and Lazar Stankov --</subfield><subfield code="t">A synthesis of causal evidence linking non-cognitive skills to later outcomes for children and adolescents /</subfield><subfield code="r">Leslie Morrison Gutman and Ingrid Schoon --</subfield><subfield code="t">Non-cognitive factors of learning as early indicators of students at-risk of failing in tertiary education /</subfield><subfield code="r">Geraldine Gray, Colm McGuinness and Philip Owende --</subfield><subfield code="t">The measurement of social and emotional skills and their association with academic attainment in British cohort studies /</subfield><subfield code="r">Heather Joshi, Bilal Nasim and Alissa Goodman --</subfield><subfield code="t">Non-cognitive assessment and student engagement /</subfield><subfield code="r">Anna Nadirova and John Burger --</subfield><subfield code="t">Implicit broken structure: the multidimensionality of non-cognitive factors in higher education /</subfield><subfield code="r">Danny Moire Thom and Marni Finkelstein --</subfield><subfield code="t">The study of non-cognitive attributes in education: proposing the mental toughness framework /</subfield><subfield code="r">PeterClough, Steven Oakes, Neil Gagnall, Helen St Clair-Thompson and Sarah McGeown --</subfield><subfield code="t">Mental toughness: correlates with education outcomes /</subfield><subfield code="r">Helen St Clair-Thompson and Sarah McGeown --</subfield><subfield code="t">It is not about "being best in the world" . it is about "being best for the world" /</subfield><subfield code="r">Margaret Anne Carter, Merilyn Dasson and Katerina Kanakis --</subfield><subfield code="t">The role of non-cognitive factors in pathways to college attendance and degree completion /</subfield><subfield code="r">Suh-Ruu Ou and Arthur J. 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| id | ZDB-4-EDU-ocn959648393 |
| illustrated | Not Illustrated |
| indexdate | 2025-03-18T14:31:23Z |
| institution | BVB |
| isbn | 9789463005913 9463005919 |
| language | English |
| oclc_num | 959648393 |
| open_access_boolean | |
| owner | MAIN DE-862 DE-BY-FWS DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-862 DE-BY-FWS DE-863 DE-BY-FWS |
| physical | 1 online resource (446 pages). |
| psigel | ZDB-4-EDU FWS_PDA_EDU ZDB-4-EDU |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | Sense Publishers, |
| record_format | marc |
| series | Contemporary approaches to research in learning innovations ; |
| series2 | Contemporary approaches to research in learning innovations ; |
| spelling | Non-cognitive skills and factors in educational attainment / edited by Myint Swe Khine and Shaljan Areepattamannil. Rotterdam, The Netherlands : Sense Publishers, [2016] ©2016 1 online resource (446 pages). text txt rdacontent computer c rdamedia online resource cr rdacarrier text file Contemporary approaches to research in learning innovations ; volume 9 Includes bibliographical references and index. Introduction -- Non-cognitive skills and factors in educational success and academic achievement / Myint Sew Khine -- Conceptual and theoretical underpinnings -- Connecting Noncognitive development to the educational pipeline / Kevin T. Petway II, Meghan W. Brenneman and Patrick C. Kyllonen -- The need to address non-cognitive skills in the education policy agenda / Emma Garcia -- Non-cognitive variables and academic achievement: the role of general and academic self-efficacy and trait emotional intelligence / Maria-Jose Sanchez-Ruiz, Jamil El Khoury, George Saade and Miriam Salkhanian -- Considering non-cognitive factors in the preparation and selection of educators / John R. McIntyre and Rebecca Vecchione -- Understanding attitudes in education: new directions for assessment / Anastasiya A. Lipnevich, Kalina Gjicali and Stefan Krumm -- Relation between non-cognitive factors of learning and the student's academic performance / Valerica Anghelache -- Evidence from empirical research studies -- Non-cognitive influences on academic achievement: evidence from PISA and TIMSS / Jihyn Lee and Lazar Stankov -- A synthesis of causal evidence linking non-cognitive skills to later outcomes for children and adolescents / Leslie Morrison Gutman and Ingrid Schoon -- Non-cognitive factors of learning as early indicators of students at-risk of failing in tertiary education / Geraldine Gray, Colm McGuinness and Philip Owende -- The measurement of social and emotional skills and their association with academic attainment in British cohort studies / Heather Joshi, Bilal Nasim and Alissa Goodman -- Non-cognitive assessment and student engagement / Anna Nadirova and John Burger -- Implicit broken structure: the multidimensionality of non-cognitive factors in higher education / Danny Moire Thom and Marni Finkelstein -- The study of non-cognitive attributes in education: proposing the mental toughness framework / PeterClough, Steven Oakes, Neil Gagnall, Helen St Clair-Thompson and Sarah McGeown -- Mental toughness: correlates with education outcomes / Helen St Clair-Thompson and Sarah McGeown -- It is not about "being best in the world" . it is about "being best for the world" / Margaret Anne Carter, Merilyn Dasson and Katerina Kanakis -- The role of non-cognitive factors in pathways to college attendance and degree completion / Suh-Ruu Ou and Arthur J. Reynolds -- Non-cognitive correlates of emirati adolescents' mathematics performance: a multilevel analysis / Shaljan Areepattamannil, Anita G. Welch, Michael Melkonian and Sumaya Saqr -- Non-cognitive skills: intergenerational transmission and their effect on education and employment outcomes / Ildefonso Mendez and Gema Zamarro -- Non-cognitive variables and academic success: what factors influence mathematics achievement? / Ernest Afari and Myint Sew Khine. "This volume addresses questions that lie at the core of research into education. It examines the way in which the institutional embeddedness and the social and ethnic composition of students affect educational performance, skill formation, and behavioral outcomes. It discusses the manner in which educational institutions accomplish social integration. It poses the question of whether they can reduce social inequality -- or whether they even facilitate the transformation of heterogeneity into social inequality. Divided into five parts, the volume offers new insights into the many factors, processes and policies that affect performance levels and social inequality in educational institutions. It presents current empirical work on social processes in educational institutions and their outcomes. While its main focus is on the primary and secondary level of education and on occupational training, the book also presents analyses of institutional effects on transitions from vocational training into tertiary educational institutions in an interdisciplinary and internationally comparative approach"--Provided by publisher Print version record. Affective education. http://id.loc.gov/authorities/subjects/sh88004653 Educational psychology. http://id.loc.gov/authorities/subjects/sh85041141 Psychology, Educational https://id.nlm.nih.gov/mesh/D011588 Éducation affective. Psychopédagogie. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Affective education fast Educational psychology fast Khine, Myint Swe, editor. https://id.oclc.org/worldcat/entity/E39PCjyjQK4XbkBtpKTgTPyC43 http://id.loc.gov/authorities/names/n96903806 Areepattamannil, Shaljan, editor. has work: Non-cognitive skills and factors in educational attainment (Text) https://id.oclc.org/worldcat/entity/E39PCFBpbC4V4j8Rdj8r6q3JDq https://id.oclc.org/worldcat/ontology/hasWork Print version: Non-Cognitive Skills and Factors in Educational Attainment. [2016] 9789463005890 (OCoLC)957243935 Contemporary approaches to research in learning innovations ; 9. http://id.loc.gov/authorities/names/no2010076751 |
| spellingShingle | Non-cognitive skills and factors in educational attainment / Contemporary approaches to research in learning innovations ; Introduction -- Non-cognitive skills and factors in educational success and academic achievement / Conceptual and theoretical underpinnings -- Connecting Noncognitive development to the educational pipeline / The need to address non-cognitive skills in the education policy agenda / Non-cognitive variables and academic achievement: the role of general and academic self-efficacy and trait emotional intelligence / Considering non-cognitive factors in the preparation and selection of educators / Understanding attitudes in education: new directions for assessment / Relation between non-cognitive factors of learning and the student's academic performance / Evidence from empirical research studies -- Non-cognitive influences on academic achievement: evidence from PISA and TIMSS / A synthesis of causal evidence linking non-cognitive skills to later outcomes for children and adolescents / Non-cognitive factors of learning as early indicators of students at-risk of failing in tertiary education / The measurement of social and emotional skills and their association with academic attainment in British cohort studies / Non-cognitive assessment and student engagement / Implicit broken structure: the multidimensionality of non-cognitive factors in higher education / The study of non-cognitive attributes in education: proposing the mental toughness framework / Mental toughness: correlates with education outcomes / It is not about "being best in the world" . it is about "being best for the world" / The role of non-cognitive factors in pathways to college attendance and degree completion / Non-cognitive correlates of emirati adolescents' mathematics performance: a multilevel analysis / Non-cognitive skills: intergenerational transmission and their effect on education and employment outcomes / Non-cognitive variables and academic success: what factors influence mathematics achievement? / Affective education. http://id.loc.gov/authorities/subjects/sh88004653 Educational psychology. http://id.loc.gov/authorities/subjects/sh85041141 Psychology, Educational https://id.nlm.nih.gov/mesh/D011588 Éducation affective. Psychopédagogie. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Affective education fast Educational psychology fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh88004653 http://id.loc.gov/authorities/subjects/sh85041141 https://id.nlm.nih.gov/mesh/D011588 |
| title | Non-cognitive skills and factors in educational attainment / |
| title_alt | Introduction -- Non-cognitive skills and factors in educational success and academic achievement / Conceptual and theoretical underpinnings -- Connecting Noncognitive development to the educational pipeline / The need to address non-cognitive skills in the education policy agenda / Non-cognitive variables and academic achievement: the role of general and academic self-efficacy and trait emotional intelligence / Considering non-cognitive factors in the preparation and selection of educators / Understanding attitudes in education: new directions for assessment / Relation between non-cognitive factors of learning and the student's academic performance / Evidence from empirical research studies -- Non-cognitive influences on academic achievement: evidence from PISA and TIMSS / A synthesis of causal evidence linking non-cognitive skills to later outcomes for children and adolescents / Non-cognitive factors of learning as early indicators of students at-risk of failing in tertiary education / The measurement of social and emotional skills and their association with academic attainment in British cohort studies / Non-cognitive assessment and student engagement / Implicit broken structure: the multidimensionality of non-cognitive factors in higher education / The study of non-cognitive attributes in education: proposing the mental toughness framework / Mental toughness: correlates with education outcomes / It is not about "being best in the world" . it is about "being best for the world" / The role of non-cognitive factors in pathways to college attendance and degree completion / Non-cognitive correlates of emirati adolescents' mathematics performance: a multilevel analysis / Non-cognitive skills: intergenerational transmission and their effect on education and employment outcomes / Non-cognitive variables and academic success: what factors influence mathematics achievement? / |
| title_auth | Non-cognitive skills and factors in educational attainment / |
| title_exact_search | Non-cognitive skills and factors in educational attainment / |
| title_full | Non-cognitive skills and factors in educational attainment / edited by Myint Swe Khine and Shaljan Areepattamannil. |
| title_fullStr | Non-cognitive skills and factors in educational attainment / edited by Myint Swe Khine and Shaljan Areepattamannil. |
| title_full_unstemmed | Non-cognitive skills and factors in educational attainment / edited by Myint Swe Khine and Shaljan Areepattamannil. |
| title_short | Non-cognitive skills and factors in educational attainment / |
| title_sort | non cognitive skills and factors in educational attainment |
| topic | Affective education. http://id.loc.gov/authorities/subjects/sh88004653 Educational psychology. http://id.loc.gov/authorities/subjects/sh85041141 Psychology, Educational https://id.nlm.nih.gov/mesh/D011588 Éducation affective. Psychopédagogie. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Affective education fast Educational psychology fast |
| topic_facet | Affective education. Educational psychology. Psychology, Educational Éducation affective. Psychopédagogie. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Affective education Educational psychology |
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