Confidence: The best non-cognitive predictor of academic achievement?
Stankov, Lazar, Morony, Suzanne and Lee, Yim. (2014). Confidence: The best non-cognitive predictor of academic achievement? Educational Psychology. 34(1), pp. 9 - 28. https://doi.org/10.1080/01443410.2013.814194
|Authors||Stankov, Lazar, Morony, Suzanne and Lee, Yim|
Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitive realm in education to incorporate both social and psychological adjustment variables and ratings of confidence in addition to these self-constructs. Our findings show that confidence explains most of the variance in achievement captured by the other self-constructs combined, and that psychological adjustment variables add little to the equation. Furthermore, in contrast to other cognitive and non-cognitive variables, confidence accounts for 46.3% of total variance in achievement, while measures of previous cognitive performance in combination with other non-cognitive variables account for 40.5% of the total variance. We discuss the ways in which confidence is important in education.
|Keywords||confidence; self-beliefs; self-efficacy; mathematics anxiety; self-constructs|
|Journal citation||34 (1), pp. 9 - 28|
|Digital Object Identifier (DOI)||https://doi.org/10.1080/01443410.2013.814194|
|Page range||9 - 28|
|Research Group||Institute for Positive Psychology and Education|
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|Place of publication||United Kingdom|
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