Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance | UChicago Consortium on Chicago School Research | The University of Chicago

Teaching Adolescents To Become Learners summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies and social skills, and proposes a framework for thinking about how these factors interact to affect academic performance, and what the relationship is between noncognitive factors and classroom/school context, as well as the larger socio-cultural context.


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http://ccsr.uchicago.edu/publications/teaching-adolescents-become-learners-role-noncognitive-factors-shaping-school#.T-Bg5j-0Cp4.email