Teaching Adolescents to Become Learners. The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review

By: The University of Chicago Consortium on Chicago School Research
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A review of the literature on noncognitive factors on school performance – working from the idea that learning is an interplay between cognitive and noncognitive factors and that intelligence is embedded in both the environment and in socio-cultural processes.

Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012).


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