The goal of the literature review was to develop a coherent and evidence-based framework for considering the role of noncognitive factors in increasing student attainment and to identify critical gaps in the knowledge base and in the link between research and practice.
Research has shown that in addition to academic knowledge, a variety of noncognitive skills are essential to students' post-secondary success. This article is adapted from Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review.
This article is reprinted with permission from issue no. 38 (Fall 2013) of Voices in Urban Education, the quarterly journal of the Annenberg Institute for School Reform at Brown University. A link to the online version of the article can be accessed here.
