LEADER 02246nam 22005053 450 001 9910346801203321 005 20240424230145.0 035 $a(CKB)4920000000095576 035 $a(MiAaPQ)EBC6824336 035 $a(Au-PeEL)EBL6824336 035 $a(OCoLC)1107332536 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/54752.3 035 $a(EXLCZ)994920000000095576 100 $a20220207d2010 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aNoncognitive Skills in the Classroom $eNew Perspectives on Educational Research 210 $aResearch Triangle Park, NC$cRTI Press/RTI International$d2010 210 1$aResearch Triangle Park, NC :$cRTI International / RTI Press,$d2010. 210 4$dİ2010. 215 $a1 online resource (216 pages) 225 1 $aRTI Press Publication 311 $a1-934831-02-6 330 $aThis book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not ?cognitive??that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved. 410 0$aRTI Press Publication 517 $aNoncognitive skills in the classroom 606 $aEDU009000$2bicssc 615 7$aEDU009000 700 $aRosen$b Jeffrey A$01076843 701 $aStaff$b RTI International$01076844 701 $aBozick$b Robert$01076845 701 $aDalton$b Ben W$01076846 701 $aGlennie$b Elizabeth$01075909 701 $aLennon$b Jean M$01076847 712 02$aRTI International. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910346801203321 996 $aNoncognitive Skills in the Classroom$92587974 997 $aUNINA