09 SES 03 A, Research into the Predictive Validity of Individual and Contextual Characteristics for Academic Success and Returns on Education
In recent years, the importance of students´ non-cognitive abilities for achievement and adult life outcomes such as grades and earnings has been focused in research (Heckman, Stixrud & Urzua, 2006; Duckworth & Seligman, 2005). Particularly, non-cognitive abilities seem to be of major importance for avoiding failure in school and exclusion, while cognitive ability seem to predict success in the labor market at the upper end of the earning distribution (Lindqvist & Vestman, 2011). The Big Five theory includes five human personality traits and research findings indicate that it is primarily conscientiousness (such as self-discipline) and emotional stability/neuroticism (such as vulnerability) that predicts success and failure in school. Besides, different student background characteristics seem to be of importance for understanding which non-cognitive abilities that predict later outcomes. Lundgren (2013) found that being open to new experiences was a good predictor to grades for minority student, while conscientiousness was a better predictor for high-achieving majority students.
According to research, it seems as if different socio-emotional competencies are of different importance for predicting educational and working life outcomes. It has been stressed that the variation of research findings on the predictive validity for socio-emotional competencies are partly due to the large number of possible competencies and different instruments being developed in order to measure these competencies. Another concern is that many studies within this field use university students on attractive university programs when investigating the importance of socio-emotional competencies for later outcomes (Poropat, 2009).
The purpose of the present study was to investigate the predictive validity and relative importance of four socio-emotional competencies for Grade Point Average (GPA) at the end of compulsory school and earnings in adult life. Control for cognitive ability, gender and family educational level was made.
Duckworth, A.L., & Seligman, E.P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944. Heckman, J. J., Stixrud, J., & Urzua, S. (2006, July). The effects of cognitive and noncognitive abilities on labour market outcomes and social behaviour. Journal of Labour Economics 24 (3), 411–482. Lindqvist, E., & Vestman, R. (2011). The labor market returns to cognitive and non-cognitive ability: evidence from the Swedish enlistment. American Economic Journal: Applied Economics, 3, 101-128. Muthén, L. K., & Muthén, B. O. (2009). Mplus User´s Guide (5th edition). Los Angeles, CA: Muthén & Muthén. Poropat , A. E. ( 2009 ). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322– 338.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.