Literaturnachweis - Detailanzeige
| Autor/inn/en | Leininger, Lindsey Jeanne; Kalil, Ariel |
|---|---|
| Titel | Cognitive and Non-Cognitive Predictors of Success in Adult Education Programs: Evidence from Experimental Data with Low-Income Welfare Recipients |
| Quelle | In: Journal of Policy Analysis and Management, 27 (2008) 3, S.521-535 (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0276-8739 |
| DOI | 10.1002/pam.20357 |
| Schlagwörter | Locus of Control; Females; Adult Education; Probability; Welfare Recipients; Thinking Skills; Low Income; Depression (Psychology); Human Capital; Outcomes of Treatment; Predictor Variables; Success; Data Analysis |
| Abstract | Using data on approximately 2,000 low-income welfare recipients in a three-site random-assignment intervention conducted in the early 1990s (the NEWWS), we examine the role of cognitive and non-cognitive factors in moderating experimental impacts of an adult education training program for women who lacked a high school degree or GED at the time of random assignment. Both cognitive and noncognitive skills (in particular, locus of control) moderate treatment impacts. For the sample as a whole, assignment to an education-focused program had a statistically significant (albeit modest) 8 percentage point impact on the probability of degree receipt. For those with low cognitive skills, virtually all of these program impacts were eliminated. However, non-cognitive skills play a substantively important role such that women with high cognitive skills but low non-cognitive skills are only half as likely to earn a degree as their counterparts with high skills of both types. (Contains 4 tables, 2 figures and 8 footnotes.) (As Provided). |
| Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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