Noncognitive Skills and Critical Thinking Predict Undergraduate Academic Performance

Autor/inn/en	Martín-Raugh, Michelle; Kell, Harrison; Ling, Guangming; Fishtein, Daniel; Yang, Zhitong
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01