Noncognitive psychological processes and academic achievement

It is becoming increasingly clear that non-cognitive psychological processes are important for studentsâ school achievement even to the point where their influence may be stronger than that exerted by the parents teachers or the school atmosphere itself. Non-cognitive psychological variables refer to varieties of self-beliefs and goal orientations â such as anxiety confidence self-efficacy and self-concept â which are often seen as dispositional and motivational in nature. It is particularly important to highlight the role that confidence and self-efficacy play in school achievement as these two self-beliefs are related to metacognitive processing â the awareness of what you know and what you do not know. Self-concept meanwhile tends to exert its influence on an individualâs choice of tertiary level courses. This book suggests that by focusing on studentsâ self-beliefs the education system may be in a position to improve cognitive performance since individual studentsâ self-beliefs may be more malleable than the cognitive processes involved in acquiring academic knowledge. Focusing on these non-cognitive psychological processes is also likely to be more effective in improving performance than system-wide interventions involving changes in policy for both public and private sector educators. This book will be useful to educational researchers school leaders administrators counsellors and teachers in guiding studentsâ attitudes towards learning and school performance. It will also provide students in psychology and education with broad and nuanced insights into the drivers of school achievement. This book was originally published as a special issue of Educational Psychology. . Language: English