Effect of Non-Cognitive Factors on Academic Achievement among Students in Suzhou: Evidence from OECD SSES Data

Autor/inn/en	Liu, Yang; Afari, Ernest; Khine, Myint Swe
Titel	Effect of Non-Cognitive Factors on Academic Achievement among Students in Suzhou: Evidence from OECD SSES Data
Quelle	In: European Journal of Psychology of Education, 38 (2023) 4, S.1643-1657 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Afari, Ernest) ORCID (Khine, Myint Swe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00660-7
Schlagwörter	Academic Achievement; Foreign Countries; Social Emotional Learning; Interpersonal Competence; Well Being; Student Development; Mathematics Education; Literacy Education; Art Education; China + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Interpersonale Kompetenz; Well-being; Wellness; Wohlbefinden; Mathematische Bildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung
Abstract	Non-cognitive abilities, also termed as Social and Emotional Skills (SSES), are believed to have a profound and far-reaching impact on individuals' growth and development. Previous psychological experiments confirmed that non-cognitive factors could have an impact on education, health and social well-being. The SSES reports by OECD offer insights on multiple facets of non-cognitive information during adolescents' growth, which seeks further understanding of the mechanisms and contextual features influencing the formation and development of students' non-cognitive skills as well as subject learning. Based on the OECD 2019 Suzhou data, this study tested a number of hypotheses concerning social and emotional skills and subject learning achievements, including mathematics, reading literacy and arts. The results confirmed that various social and emotional non-cognitive constructs emerged to be facilitating disciplinary learning, including mathematics, reading literacy and arts achievements. This paper offers some reflections on the integration of non-cognitive skills in designing the education policy guidelines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01