Noncognitive factors have a direct positive relationship to students' school performance and future outcomes¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across a range of studies summarized by the CCSR review, noncognitive factors relate positively both to school performance and to future outcomes. → Jenny Nagaoka 2013

Evidence¶

Jenny Nagaoka 2013¶

Jenny Nagaoka, Camille A. Farrington, Melissa Roderick, Elaine Allensworth, Tasha Seneca Keyes, David W. Johnson, and Nicole O. Beechum. (2013). Readiness for College: The Role of Noncognitive Factors and Context. VUE (Voices in Urban Education), Fall 2013. https://consortium.uchicago.edu/publications/readiness-college-role-noncognitive-factors-and-context

q2 · i? · review · r?

The article summarizes the CCSR literature review (Farrington et al. 2012), which brought together hundreds of studies. It reports that "noncognitive factors have a direct positive relationship to students’ school performance"; no effect sizes are printed.

"A range of studies have found that noncognitive factors have a direct positive relationship to students’ school performance as well as their future outcomes."

Discussion¶

Related Claims¶

• The framework's literature review reports students' academic mindsets, learning strategies, perseverance, and behaviors were clearly and significantly related to school performance — possibly the same claim (merge candidate)
• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle — a narrower finding that bears on this claim
• Within-student differences in noncognitive factors are associated with differences in course grades across the same student's classes — a narrower finding that bears on this claim
• Classroom environment has a small positive within-student relationship with course grades that is mediated by student noncognitive factors — related
• Classroom environment is positively associated with students' self-reported motivation and other noncognitive factors within students — related
• Student-by-classroom interaction accounts for a substantial share of variation in noncognitive factors, indicating context-specific malleability — related
• Sociocultural factors, learner motivation, self-efficacy and perceptions of the classroom environment influence FLCA learning outcomes and oral performance — related
• Best leverage points for improving performance lie in teacher strategies for classroom context, mindsets, and learning strategies — related
• Composite accountability indicators such as A–F letter grades fail to capture the cognitive and noncognitive competencies of deeper learning and college and career readiness — related
• Students' perceptions of interactions with their teacher lay the stage for future interactions and ultimately influence students' success in school — related
• The same student can hold different mindsets in different classrooms, and grades rise or fall across classrooms as mindsets change, with differences traceable to teachers' practices — a narrower finding that bears on this claim