Fostering and Measuring Skills: Improving Cognitive and Non-cognitive Skills to Promote Lifetime Success

By Tim Kautz, James J. Heckman, Ron Diris, B. ter Weel, Lex Borghans. 2014

311 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/86cc811d82c90f1e481fe2676d0b348fe62e4e19

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

In Sociology and Political Science

Citations in the corpus

Ever Failed, Try Again, Succeed Better: Results from a Randomized Educational Intervention on Grit* (2019, unknown): “Given the pivotal role of these non-cognitive skills for academic achievement and labor market success (Duckworth et al., 2007, Almlund et al., 2011, Kautz et al., 2014), evidence on the positive impact of such education is of utmost policy importance.”
Generic and Specific Skills as Components of Human Capital: New Challenges for Education Theory and Practice (2019, background): “One of the most compelling comparative studies on the significance of cognitive and noncognitive traits of teenagers vis-a-vis their working life as adults was conducted by Heckman himself, along with his colleagues [Kautz et al., 2014].”
Perceived Self-Efficacy, Poverty, and Economic Development (2017, result): “We might compare this with the economic literature on motivated beliefs (Bénabou 2015; Bénabou & Tirole 2002, 2003, 2016) and the learning of noncognitive skills (Almlund et al. 2011, Borghans et al. 2008, Cunha et al. 2010, Heckman & Kautz 2012, Kautz et al. 2014).”
Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. (2015, background): “Noncognitive skills interact with cognitive skills to enable success in school and the workplace.(7,8) This is most easily seen in an”
Taking Skills Seriously: Toward an Integrative Model and Agenda for Social, Emotional, and Behavioral Skills (2020, unknown): “The available evidence on personality and skills interventions suggests that such initiatives can indeed produce changes in behavioral characteristics and subsequent improvements in educational, economic, and social outcomes (Bleidorn et al., 2019; Durlak et al., 2011; Kautz et al., 2014).”
Economic behavior of children and adolescents – A first survey of experimental economics results (2019, background): “As non-cognitive skills develop dynamically, early childhood programs and interventions aiming at improving non-cognitive skills have proven efficient and beneficial for lifetime outcomes (Heckman, 2006; Kautz et al., 2014).”
A Five-Dimensional Model of Creativity and its Assessment in Schools (2016, background): “Aspects of creativity, some key non-cognitive skills such as persistence and openness to experience, are positively associated with improved education and labor market outcomes (Kautz et al., 2014).”
Assessment framework of the OECD Study on Social and Emotional Skills (2019, background): “They also help to reduce anti-social and criminal behaviours and increase safety (Heckman and Kautz, 2012[7]; Heckman and Kautz, 2014[8]; Heckman and Kautz, 2014[9]; Kankaraš, 2017[5]; Kautz and Zanoni, 2014[10]; OECD, 2015[2]; Roberts et al., 2007[11]).”
Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI? (2022, unknown): “Numerous government agencies, including OECD and national governments in Singapore and Australia, are exploring how to assess ‘non-cognitive ’ skills (Joksimovic, Siemens, Wang, San Pedro, & Way, 2020; Kautz, Heckman, Diris, ter Weel, & Borghans, 2014).”