Noncognitive Factors
History & definition of cognitive and noncognitive skills/factors
The term noncognitive was coined by the economist James Heckman. He found that GED holders looked like high school dropouts rather than high school graduates on a variety of measures (Tough, 2013) even though their cognitive ability was as high as or higher than high school graduates. He hypothesized that just as important or more important to success than cognitive ability were “noncognitive” skills.” He identified noncognitive skills as everything other than sheer ability that goes into a student’s success. He hypothesized that the abilities a student uses to stay in school, like perseverance and self-control, are also vital to future success. Many researchers have studied these noncognitive skills in recent years, and this has led to several promising lines of research.
Cognitive abilities are typically seen as what is measured by standardized test scores and IQ tests (Tough, 2013). It can also be viewed as the “substance” of what a student learns (Farrington et al., 2012). Noncognitive skills are everything else that contribute to learning – grit, tenacity, self-control, etc. (Tough, 2013). They can be seen as how students learn (Farrington et al., 2012).
Relevance of topic to school counselors
Noncognitive skills are important to school counselors because they can be developed in students and they can significantly affect students’ academic success (Farrington et al., 2012). This work fits into what school counselors strive to do and the ASCA competencies (for example, n IV-B-2g. Understands methods for helping students monitor and direct their own learning and personal/social and career development). As supported by the research mentioned later in this summary, fostering noncognitive factors encompasses social-emotional learning, academic achievement, and ultimately career development.
Current research & pertinent facts
Of all the current research into this subject, there are a couple recent reviews that sum up current findings as well as a few researchers that have done extensive work into the subject of noncognitive factors. The University Of Chicago Consortium on Chicago School Research (2013) conducted a literature review of all the recent findings related to noncognitive factors. Through their research they grouped their findings into 5 categories of noncognitive factors – academic behaviors (what can be seen, such as class
attendance and homework completion), academic perseverance (tenacity, self-control, grit), academic mindsets (believing 1. I belong in the academic community 2. My ability and competence grow with effort, 3. I can succeed at this, and 4. This work has value for me), learning strategies (study skills such as time management and memorization), and social skills. They hypothesized how each factor ultimately influenced academic performance. They concluded that academic mindset, social skills, learning strategies, and academic perseverance ultimately contributed to academic behaviors; academic behaviors in turn directly impact academic performance. They also concluded that academic mindsets can be changed and can affect academic perseverance and ultimately academic performance.
Regarding academic perseverance, Angela Duckworth is a lead researcher on the subject of perseverance, or what she calls “grit.” She has found that in various environments and with diverse groups of people, grit, not intelligence, is predictive of success (Duckworth, 2013). Carol Dweck is a leading researcher of the “growth mindset” which ties into the academic mindset “my ability and competence grow with effort.” For decades she has studied how a person with a growth mindset – a person who believes that intelligence is changeable – is more likely to choose challenging tasks, persevere in the face of setbacks, and learn from mistakes as opposed to
someone with a fixed mindset – the belief that intelligence cannot be changed. In numerous interventions, she and her colleagues have found that mindset can be changed, and that change can make a positive different in students’ grades (Farrington et al., 2012).
Many studies have been done on mindset interventions (Snipes, Fancsall, & Stoker, 2012). Overall, the studies have been found to be more effective with minority students, female students in STEM related courses, and students who did not believe they would be successful. The interventions have also been primarily done with students in transition into middle school, high school, or
college.
The ASCA position statement, The Professional School Counselor and Equity for All Students, calls for school counselors to “advocate for equitable treatment of all students.” By fostering noncognitive factors in students, school counselors are promoting equity for all students. Noncognitive factors can contribute to academic success for students that have historically faced barriers to learning,
and several studies measuring the impact of academic mindset interventions have reported that the intervention narrowed the achievement gap.
Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research.
Duckworth, A. L. (2013, April). Ted Talks Education. The key to success? Grit. Video retrieved from http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit
Snipes, J., Fancsall, C., & Stoker, G. (2012). Student Academic Mindset Interventions: A Review of the Current Landscape. Columbia,
MD: IMPAQ International, LLC. Retrieved from http://www.impaqint.com/sites/default/files/project-reports/impaq%20student%20academic%20mindset%20interventions%20report%20august%202012.pdf
Tough,P. (2013). Grit, Character and Other Noncognitive Skills. The School Administrator, 70(6), 28-33. Retrieved from
http://www.aasa.org/content.aspx?id=28360
Resources
Powerpoint summarizing noncognitive factors and the role of the school counselor
non-cognitive_factors.pptx | |
File Size: | 5363 kb |
File Type: | pptx |
Websites
Mindset Works
http://www.mindsetworks.com/default.aspx
Larry Ferlazzo’s Blog - The Best Resources On Helping Our Students Develop A “Growth Mindset”
http://larryferlazzo.edublogs.org/2012/10/13/the-best-resources-on-helping-our-students-develop-a-growth-mindset/
What Kids Can Do
http://whatkidscando.org/resources/spec_growthmindset.html
Auburn Middle School Mindset Activities
http://ams.auburnschl.edu/pages/AuburnMS/CORE/Additional_CORE_Activities/Mindset_Activities
Mindset Works
http://www.mindsetworks.com/default.aspx
Larry Ferlazzo’s Blog - The Best Resources On Helping Our Students Develop A “Growth Mindset”
http://larryferlazzo.edublogs.org/2012/10/13/the-best-resources-on-helping-our-students-develop-a-growth-mindset/
What Kids Can Do
http://whatkidscando.org/resources/spec_growthmindset.html
Auburn Middle School Mindset Activities
http://ams.auburnschl.edu/pages/AuburnMS/CORE/Additional_CORE_Activities/Mindset_Activities
Reports
noncognitive_factors_articles__reports.zip | |
File Size: | 3447 kb |
File Type: | zip |
Classroom Guidance
gr9-10_l4_devgrowthmindset.pdf | |
File Size: | 139 kb |
File Type: |
Books & Videos
Deak, J. (2010). Your Fantastic Elastic Brain. Belvedere, CA: Little Pickle Press LLC
Duckworth, A. L. (2013, April). Ted Talks Education. The key to success? Grit. Video retrieved from
http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit
Dweck, C. (2006). Mindset: The New Psychology of Success. New York, NY: Ballantine Books
Hoerr, T. R. (2013). Fostering Grit: How do I prepare my students for the real world? Alexandria,
VA: Association for Supervision & Curriculum Development.
Ricci, M. C. (2013). Mindsets in the Classroom: building a culture of success and student achievement in schools. Waco,
TX: Prufrock Press Inc.
Tough, P. (2012). How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. Boston, MA: Houghton Mifflin Harcourt
Deak, J. (2010). Your Fantastic Elastic Brain. Belvedere, CA: Little Pickle Press LLC
Duckworth, A. L. (2013, April). Ted Talks Education. The key to success? Grit. Video retrieved from
http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit
Dweck, C. (2006). Mindset: The New Psychology of Success. New York, NY: Ballantine Books
Hoerr, T. R. (2013). Fostering Grit: How do I prepare my students for the real world? Alexandria,
VA: Association for Supervision & Curriculum Development.
Ricci, M. C. (2013). Mindsets in the Classroom: building a culture of success and student achievement in schools. Waco,
TX: Prufrock Press Inc.
Tough, P. (2012). How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. Boston, MA: Houghton Mifflin Harcourt