Within-student differences in noncognitive factors are associated with differences in course grades across the same student's classes¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Across two of their core classes, students earned higher grades in the class where they reported better belonging, motivation, self-regulation, participation, delay of gratification, learning strategies, and less performance avoidance (β=0.067 to 0.111). → Camille A. Farrington 2019

Evidence¶

Camille A. Farrington 2019¶

Camille A. Farrington, Shanette Porter, Joshua Klugman. (2019). Do Classroom Environments Matter for Noncognitive Aspects of Student Performance and Students' Course Grades? University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/do-classroom-environments-matter-for-noncognitive-aspects-of-student-performance-and-students-course-grades

q2 · i? · associational · r2

Analysis of BEL-S survey and administrative grade data from 8,318 students across 25 schools, using within-student (student-fixed effects) comparisons across two target classes. The article reports "significant, within-student relationships between student noncognitive factors and student grades," with coefficients from β=0.067 to 0.111, equivalent to a 0.08 to 0.12 grade point difference.

"From Table 3, we see that there are significant, within-student relationships between student noncognitive factors and student grades. These relationships are small, but reliable (significant from β=0.067 to 0.111)."

Discussion¶

Related Claims¶

• 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
• Teacher effects account for about one-fifth of within-student variation in course grades but average out of GPAs — related
• Noncognitive factors have a direct positive relationship to students' school performance and future outcomes — a broader claim this one bears on
• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle — a broader claim this one bears on
• The framework's literature review reports students' academic mindsets, learning strategies, perseverance, and behaviors were clearly and significantly related to school performance — a broader claim this one bears on
• Students with more positively oriented academic mindsets show better academic behaviors and earn better grades than students for whom the mindset beliefs do not feel true — a broader claim this one bears on