Effect of non-cognitive factors on academic achievement among students in Suzhou: evidence from OECD SSES data

• Autores: Yang Liu, Ernest Afari, Myint Swe Khine
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 38, Nº 4, 2023, págs. 1643-1657
• Idioma: inglés
• DOI: 10.1007/s10212-022-00660-7
• Enlaces
  • Texto completo
• Resumen

  • Non-cognitive abilities, also termed as Social and Emotional Skills (SSES), are believed to have a profound and far-reaching impact on individuals’ growth and development. Previous psychological experiments confirmed that non-cognitive factors could have an impact on education, health and social well-being. The SSES reports by OECD offer insights on multiple facets of non-cognitive information during adolescents’ growth, which seeks further understanding of the mechanisms and contextual features influencing the formation and development of students’ non-cognitive skills as well as subject learning. Based on the OECD 2019 Suzhou data, this study tested a number of hypotheses concerning social and emotional skills and subject learning achievements, including mathematics, reading literacy and arts. The results confirmed that various social and emotional non-cognitive constructs emerged to be facilitating disciplinary learning, including mathematics, reading literacy and arts achievements. This paper offers some reflections on the integration of non-cognitive skills in designing the education policy guidelines.

• Referencias bibliográficas
  • Agnoli, S., Mancini, G., Pozzoli, T., Baldaro, B., Russo, P. M., & Surcinelli, P. (2012). The interaction between emotional intelligence...
  • Aleksić, G., Merrell, C., Ferring, D., Tymms, P., & Klemenović, J. (2019). Links between socio-emotional skills, behaviour, mathematics...
  • Anderson, A. (2020). Supporting academic vocabulary and social-emotional skills of students with learning disabilities through an arts-integrated...
  • Anderson, A., & Berry, K. A. (2015). The influence of classroom drama on teachers’ language and students’ on-task behavior. Preventing...
  • Arango, P. (2018). Motivation: Introduction to the theory, concepts, and research. In G. P. Orellana & L. P. Baldwin (Eds.), Reading Achievement...
  • Author, M. S., & Areepattamannil, S. (2016). Non-cognitive skills and factors in educational attainment. Sense Publishers.
  • Baker, C. E. (2013). Fathers’ and mothers’ home literacy involvement and children’s cognitive and social emotional development: Implications...
  • Carver, R. P. (2000). The causes of high and low reading achievement. Routledge.
  • Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. (2012). The arts and achievement in at-risk youth: findings from four longitudinal...
  • Chang, H., & Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A...
  • Du, W. (2019). What educational enlightenment does the PISA test bring to educational evaluation? (pp. 12–18). Modern Education Daily.
  • Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents...
  • Garland, E., & Howard, M. (2009). Neuroplasticity, psychosocial genomics, and the biopsychosocial paradigm in the 21st century. Health...
  • John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative Big-Five trait taxonomy: history, measurement, and...
  • Kempe, C., Gustafson, S., & Samuelsson, S. (2011). A longitudinal study of early reading difficulties and subsequent problem behaviours....
  • Kline, R. B. (2016). Principles and practices of structural equation modelling (4th ed.). New York: Guilford Press.
  • Lee, J. S. (2014). The relationship between student engagement and academic performance: Is it a myth or reality? The Journal of Educational...
  • Lehrl, S., Linberg, A., Niklas, F., & Kuger, S. (2021). The home learning environment in the digital age—associations between self-reported...
  • Lim, H. J., & Kim, J. (2011). A longitudinal study of children’s social behaviours and their causal relationship to reading growth. Asia...
  • Liou, P.-Y., & Hung, Y.-C. (2015). Statistical techniques utilized in analyzing PISA and TIMSS databases in science education from 1996...
  • Mackintosh, B. B., & McCoy, D. C. (2019). Exploring social competence as a mediator of head start’s impact on children’s early math skills:...
  • Mavroveli, S., & Sanchez-Ruiz, M. J. (2011). Trait emotional intelligence influences on academic achievement and school behaviour. British...
  • McCrae, R., & Terracciano, A. (2005). Universal features of personality traits from the observer’s perspective: Data from 50 cultures....
  • McWayne, C. M., Fantuzzo, J. W., & McDermott, P. A. (2004). Preschool competency in context: An investigation of the unique contribution...
  • Medford, E., & McGeown, S. P. (2016). Social, emotional and behavioural influences on young children’s pre-reading and word reading development....
  • Moyano, N., Quilez-Robres, A., & Cortes Pascual, A. (2020). Self-esteem and motivation for learning in academic achievement: The mediating...
  • Muthen, L. K., & Muthen, B. O. (1998–2019). Mplus (Version 8.3) [Computer software]. Los Angeles, CA: Muthen & Muthen.
  • Nakajima, N., Jung, H., Pradhan, M., Hasan, A., Kinnell, A., & Brinkman, S. (2020). Gender gaps in cognitive and social-emotional skills...
  • OECD. (2015). Skills for social progress: the power of social and emotional skills. OECD Publishing. https:// doi. org/ 10. 1787/ 97892 64226...
  • OECD. (2021a). Beyond academic learning: first results from the survey of social and emotional skills. OECD Publishing.
  • OECD. (2021b). OECD Survey on Social and Emotional Skills Technical Report. OECD Publishing.
  • Qiao, S., Tapalova, O., Nasyrova, L., Tarasova, I., & Kozlovskaya, D. (2021). Role of art programs in young children’s social-emotional...
  • Semeraro, C., Giofre, D., Coppola, G., Lucangeli, D., & Cassibba, R. (2020). The role of cognitive and non-cognitive factors in mathematics...
  • Thayer, F., & Bloomfield, B. S. (2021). An evaluation of a developmental individual differences relationship- based (DIRR)- creative arts...
  • Varadi, J. (2022). A review of the literature on the relationship of music education to the development of socio-emotional learning. SAGE...
  • Vargas, D. L., Bridgeman, A. M., Schmidt, D. R., Kohl, P. B., Wilcox, B. R., & Carr, L. D. (2018). Correlation between student collaboration...
  • Welsh, M., Parke, R. D., Widaman, K., & O’neil, R. (2001). Linkages between children’s social and academic competence: A longitudinal...
  • Wiggins, J. S., & Trapnell, P. D. (1997). Personality Structure: The return of the Big Five. In R. Hogan, J. J., & S. Briggs (Eds.),...
  • Wilson, K., & Narayan, A. (2016). Relationships among individual task self-efficacy, self-regulated learning strategy use and academic...
  • Wolf, S., & McCoy, D. C. (2019). The role of executive function and social-emotional skills in the development of literacy and numeracy...
  • Yao, J. (2021). Non-cognitive abilities: The indispensable contributor to adolescents’ development. Best Evidence in Chinese Education, 9(1),...