School-Based Practices for the 21st Century: Noncognitive Factors in Student Learning and Psychosocial Outcomes

Autor:	Jennifer L. Frank
Rok vydání:	2020
Předmět:	Public Administration Social Psychology 0502 economics and business 05 social sciences Social emotional learning 050301 education School based 050207 economics Student learning Psychology 0503 education Psychosocial Developmental psychology
Zdroj:	Policy Insights from the Behavioral and Brain Sciences. 7:44-51
ISSN:	2372-7330 2372-7322
DOI:	10.1177/2372732219898703
Popis:	Noncognitive skills—such as motivation, perseverance, social abilities, and self-control—drive long-term student success in school and in life. Although recognized as an important causal factor in student success, these skills show considerable variability in how much time and financial resources schools invest developing them. The Every Student Succeeds Act (ESSA) now requires states to include at least one nonacademic measure in their student accountability system and funding the implementation of new models to support student learning. We review the evidence for several malleable noncognitive skills that benefit student learning and long-term psychosocial outcomes. We recommend educational stakeholders take advantage of the increased flexibility ESSA provides to cultivate noncognitive skills that yield meaningful long-term educational, economic, and social benefits for students.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::34f1676a4e42464ddc84e07e9c1747d1 https://doi.org/10.1177/2372732219898703 Zobrazit plný text záznamu