The comparative predictive efficiency of intellectual and nonintellectual components of high school functioning.
Much time is spent in elementary schools in assessment of cognitive attributes of children, little in measurement of noncognitive attributes. This study evaluates relative importance of early assessments of cognitive versus noncognitive variables as predictors of high school achievement and adjustment. Results demonstrate the critical, and frequently more important, contribution of the noncognitive attributes.
D000124:Achievement; D000293:Adolescent; D000339:Affect; D000367:Age Factors; D002648:Child; D002653:Child Behavior Disorders / Q000150:complications; D003071:Cognition; D004522:Educational Status; D005500:Follow-Up Studies; D006801:Humans; D007398:Interpersonal Relations; D007604:Juvenile Delinquency; D008433:Mathematics; D010551:Personality; D011336:Probability; D011932:Reading; D012647:Self-Assessment; D012917:Social Adjustment; D012938:Social Perception; D013663:Teaching; D014888:Wechsler Scales