Personality, Motivation, and College Readiness: A Prospectus for Assessment and Development. Research Report. ETS RR-14-06

Autor/inn/en	Kyllonen, Patrick C.; Lipnevich, Anastasiya A.; Burrus, Jeremy; Roberts, Richard D.
Titel	Personality, Motivation, and College Readiness: A Prospectus for Assessment and Development. Research Report. ETS RR-14-06
Quelle	In: ETS Research Report Series, (2014), (50 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Personality Traits; Student Motivation; College Readiness; Literature Reviews; Correlation; Evaluation Methods; Intervention; Psychological Patterns; Skills; Middle Schools; High Schools; Academic Standards; Remedial Instruction; Self Evaluation (Individuals); Self Control; Self Efficacy; Cognitive Processes; Vocational Aptitude; Vocational Education + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulische Motivation; Korrelation; Skill; Fertigkeit; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Förderkurs; Selbstbeherrschung; Self-efficacy; Selbstwirksamkeit; Cognitive process; Kognitiver Prozess; Ausbildungseignung; Berufseignung; Ausbildung; Berufsbildung
Abstract	This article concerns how noncognitive constructs--personality and motivation--can be assessed and developed to increase students' readiness for college. We propose a general framework to account for personality and motivational differences between students. We review numerous studies showing that personality and motivational factors are related to educational outcomes, from early childhood to adulthood. We discuss various methods for assessing noncognitive factors, ranging from self-assessments to performance tests. We consider data showing that personality and motivation change over time and find that particular interventions have proven successful in changing particular personality facets, leading to increased achievement. In a final section we propose a strategy for implementing a comprehensive psychosocial skills assessment in middle and high school, which would include setting proficiency standards and providing remedial instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01