Literaturnachweis - Detailanzeige
Autor/inn/en | Martín-Raugh, Michelle; Kell, Harrison; Ling, Guangming; Fishtein, Daniel; Yang, Zhitong |
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Titel | Noncognitive Skills and Critical Thinking Predict Undergraduate Academic Performance |
Quelle | In: Assessment & Evaluation in Higher Education, 48 (2023) 3, S.350-361 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Martín-Raugh, Michelle) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0260-2938 |
DOI | 10.1080/02602938.2022.2073964 |
Schlagwörter | Self Management; Self Efficacy; Academic Achievement; Critical Thinking; Grade Point Average; College Entrance Examinations; Scores; Thinking Skills; High School Students; Social Support Groups; Prediction; Undergraduate Students; Measures (Individuals); Time Management; Attention Control; Correlation; ACT Assessment; SAT (College Admission Test) Selbstmanagement; Self-efficacy; Selbstwirksamkeit; Schulleistung; Kritisches Denken; Aufnahmeprüfung; Denkfähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Social support; Soziale Unterstützung; Vorhersage; Messdaten; Zeitmanagement; Aufmerksamkeitstest; Korrelation; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung |
Abstract | We investigated the predictive value of four noncognitive skills (academic skills [e.g. meeting class expectations], commitment [e.g. to the institution], self-management [e.g. academic self-efficacy] and social support [e.g. social connectedness]), and critical thinking for predicting undergraduate academic performance in multiple institutions using multi-level modeling. Results show that in addition to traditional predictors such as high school grade point average (GPA) and SAT (Scholastic Aptitude Test)/ACT (American College Test) scores, noncognitive skills and critical thinking skills predict college GPA. Higher education institutions may consider incorporating measures of noncognitive skills and critical thinking skills into their battery of admissions tools. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |