Noncognitive Factors and Student Long-Run Success: Comparing the Predictive Validity of Observable Academic Behaviors and Social-Emotional Skills

被引:1
作者
Liu, Jing [1 ,2 ,5 ]
Kuhfeld, Megan [3 ]
Lee, Monica [4 ]
机构
[1] Univ Maryland Coll Pk, College Pk, MD USA
[2] IZA Inst Lab Econ, Bonn, Germany
[3] NWEA, Portland, OR USA
[4] Stanford Univ, Palo Alto, CA USA
[5] Univ Maryland Coll Pk, Coll Educ, 2203 Benjamin Bldg, College Pk, MD 20742 USA
关键词
student absenteeism; social-emotional learning; educational attainment; SELF-DISCIPLINE; SCHOOL; METAANALYSIS; LABOR; INTERVENTION; IMPLEMENTATION; ACHIEVEMENT; PERSONALITY; ENGAGEMENT; MOTIVATION;
D O I
10.1177/08959048231209262
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Noncognitive constructs such as self-efficacy, social awareness, and academic engagement are widely acknowledged as critical components of human capital, but systematic data collection on such skills in school systems is complicated by conceptual ambiguities, measurement challenges and resource constraints. This study addresses this issue by comparing the predictive validity of two most widely used metrics on noncogntive outcomes-observable academic behaviors (e.g., absenteeism, suspensions) and student self-reported social and emotional learning (SEL) skills-for the likelihood of high school graduation and postsecondary attainment. Our findings suggest that conditional on student demographics and achievement, academic behaviors are several-fold more predictive than SEL skills for all long-run outcomes, and adding SEL skills to a model with academic behaviors improves the model's predictive power minimally. In addition, academic behaviors are particularly strong predictors for low-achieving students' long-run outcomes. Part-day absenteeism (as a result of class skipping) is the largest driver behind the strong predictive power of academic behaviors. Developing more nuanced behavioral measures in existing administrative data systems might be a fruitful strategy for schools whose intended goal centers on predicting students' educational attainment.
引用
收藏
页码:131 / 169
页数:39
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