The DOI matches its Crossref record; 275 of the 275 references it cites were found in a registry or an index.
Fostering and Measuring Skills: Improving Cognitive and Non-cognitive Skills to Promote Lifetime Success
Open accessAbstract
IQ tests and achievement tests do not capture non-cognitive skills — personality traits, goals, character and motivations that are valued in the labour market, in school and elsewhere. For many outcomes, their predictive power rivals or exceeds that of cognitive skills. Skills are stable across situations with different incentives. Skills are not immutable over the life cycle. While they have a genetic basis they are also shaped by environments, including families, schools and peers. Skill development is a dynamic process. The early years are important in shaping all skills and in laying the foundations for successful investment and intervention in the later years. During the early years, both cognitive and non-cognitive skills are highly malleable. During the adolescent years, non-cognitive skills are more malleable than cognitive skills. The differential plasticity of different skills by age has important implications for the design of effective policies.
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Cites
2 retracted
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RetractedDiagnostic and Statistical Manual of Mental Disorders
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Society and the Adolescent Self-Image
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“1 The Seattle Social Development Project (SSDP) Of all of the programs reported in Durlak et al. (2011), the Seattle Social Development Project (SSDP) has been evaluated the most thoroughly.”
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Cited by
Jones, D. E., Greenberg, M., & Crowley, M. (2015) · American Journal of Public Health · doi:10.2105/ajph.2015.302630 · Cited by 1,190
Damgaard, M. T., & Nielsen, H. S. (2018) · Economics of Education Review · doi:10.1016/j.econedurev.2018.03.008 · Cited by 321
Investigating the genetic architecture of noncognitive skills using GWAS-by-subtraction
Demange, P. A., Malanchini, M., Mallard, T. T., Biroli, P., Cox, S. R., Grotzinger, A. D., Tucker-Drob, E. M., Abdellaoui, A., Arseneault, L., van Bergen, E., et al. (2021) · Nature Genetics · doi:10.1038/s41588-020-00754-2 · Cited by 298
What grades and achievement tests measure
Borghans, L., Golsteyn, B. H. H., Heckman, J. J., & Humphries, J. E. (2016) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1601135113 · Cited by 288
Changing personality traits with the help of a digital personality change intervention
Stieger, M., Flückiger, C., Rüegger, D., Kowatsch, T., Roberts, B. W., & Allemand, M. (2021) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2017548118 · Cited by 273
Metadata
- Venue
- OECD Education Working Papers
- Published
- 2014-11-25
- ISSN
- 1993-9019 (ISSN-L)
- OpenAlex
- W1562771173
- Cited by
- 468
- References
- 275
- Type
- report
- Language
- en
- Open access
- bronze
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
