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You searched for subject:(Noncognitive). Showing records 1 – 30 of 40 total matches.

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Texas A&M University

1. Woods, Yvette. The relationship of noncognitive variables and their contribution to attrition among health care specialists at Fort Sam Houston, TX.

Degree: 2009, Texas A&M University

 The Health Care Specialist Course trains Active Army, Army Reserves, Army National Guard and various international students in basic medical care, culminating in the possession… (more)

Subjects/Keywords: retention; attrition; noncognitive

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APA (6th Edition):

Woods, Y. (2009). The relationship of noncognitive variables and their contribution to attrition among health care specialists at Fort Sam Houston, TX. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1487

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Woods, Yvette. “The relationship of noncognitive variables and their contribution to attrition among health care specialists at Fort Sam Houston, TX.” 2009. Thesis, Texas A&M University. Accessed November 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1487.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Woods, Yvette. “The relationship of noncognitive variables and their contribution to attrition among health care specialists at Fort Sam Houston, TX.” 2009. Web. 15 Nov 2019.

Vancouver:

Woods Y. The relationship of noncognitive variables and their contribution to attrition among health care specialists at Fort Sam Houston, TX. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1487.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Woods Y. The relationship of noncognitive variables and their contribution to attrition among health care specialists at Fort Sam Houston, TX. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1487

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Minnesota

2. Trampe, Brandon. Economic analyses of elementary education in the United States: three essays.

Degree: PhD, Applied Economics, 2014, University of Minnesota

 This dissertation investigates three substantial issues in education policy. First, it examines whether or not unobserved student heterogeneity introduces bias into value-added models of teacher… (more)

Subjects/Keywords: Noncognitive; Value-added

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APA (6th Edition):

Trampe, B. (2014). Economic analyses of elementary education in the United States: three essays. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165106

Chicago Manual of Style (16th Edition):

Trampe, Brandon. “Economic analyses of elementary education in the United States: three essays.” 2014. Doctoral Dissertation, University of Minnesota. Accessed November 15, 2019. http://hdl.handle.net/11299/165106.

MLA Handbook (7th Edition):

Trampe, Brandon. “Economic analyses of elementary education in the United States: three essays.” 2014. Web. 15 Nov 2019.

Vancouver:

Trampe B. Economic analyses of elementary education in the United States: three essays. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/11299/165106.

Council of Science Editors:

Trampe B. Economic analyses of elementary education in the United States: three essays. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/165106


The Ohio State University

3. Ryan, Brooks C. Are Schools the Great (Noncognitive Skills) Equalizer?.

Degree: MA, Sociology, 2011, The Ohio State University

Noncognitive skills such as self-control, organization, and attentiveness substantially shape educational and later life outcomes. However, scholars debating the role of schools in reproducing the… (more)

Subjects/Keywords: Sociology; education; stratification; noncognitive skills; socioeconomic status

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APA (6th Edition):

Ryan, B. C. (2011). Are Schools the Great (Noncognitive Skills) Equalizer?. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1305920898

Chicago Manual of Style (16th Edition):

Ryan, Brooks C. “Are Schools the Great (Noncognitive Skills) Equalizer?.” 2011. Masters Thesis, The Ohio State University. Accessed November 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1305920898.

MLA Handbook (7th Edition):

Ryan, Brooks C. “Are Schools the Great (Noncognitive Skills) Equalizer?.” 2011. Web. 15 Nov 2019.

Vancouver:

Ryan BC. Are Schools the Great (Noncognitive Skills) Equalizer?. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2019 Nov 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1305920898.

Council of Science Editors:

Ryan BC. Are Schools the Great (Noncognitive Skills) Equalizer?. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1305920898


Cornell University

4. Villa, Kira. Three Essays On The Economics Of Childhood Development, Human Capital Formation And Psycho-Social Well-Being .

Degree: 2014, Cornell University

 Recently and emerging literature in economics highlights the importance of early childhood well-being and what are know as "noncognitive" skills to economic success. While growing… (more)

Subjects/Keywords: child development; noncognitive skills; development economics

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APA (6th Edition):

Villa, K. (2014). Three Essays On The Economics Of Childhood Development, Human Capital Formation And Psycho-Social Well-Being . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/38855

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Villa, Kira. “Three Essays On The Economics Of Childhood Development, Human Capital Formation And Psycho-Social Well-Being .” 2014. Thesis, Cornell University. Accessed November 15, 2019. http://hdl.handle.net/1813/38855.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Villa, Kira. “Three Essays On The Economics Of Childhood Development, Human Capital Formation And Psycho-Social Well-Being .” 2014. Web. 15 Nov 2019.

Vancouver:

Villa K. Three Essays On The Economics Of Childhood Development, Human Capital Formation And Psycho-Social Well-Being . [Internet] [Thesis]. Cornell University; 2014. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/1813/38855.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Villa K. Three Essays On The Economics Of Childhood Development, Human Capital Formation And Psycho-Social Well-Being . [Thesis]. Cornell University; 2014. Available from: http://hdl.handle.net/1813/38855

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. McVey, Jill E. Middle School Noncognitive Development in a Sample of Hispanic/Latino Youth.

Degree: PhD, Curriculum and Instruction, 2016, U of Denver

  This study examined the development of noncognitive skills in a sample of 4,769 Hispanic/Latino students as they went through middle school and the first… (more)

Subjects/Keywords: Assessment; Middle School Development; Noncognitive skill development; noncognitive Skills; Soft Skills; Student Engagement; Educational Assessment, Evaluation, and Research; Educational Psychology

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APA (6th Edition):

McVey, J. E. (2016). Middle School Noncognitive Development in a Sample of Hispanic/Latino Youth. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1127

Chicago Manual of Style (16th Edition):

McVey, Jill E. “Middle School Noncognitive Development in a Sample of Hispanic/Latino Youth.” 2016. Doctoral Dissertation, U of Denver. Accessed November 15, 2019. https://digitalcommons.du.edu/etd/1127.

MLA Handbook (7th Edition):

McVey, Jill E. “Middle School Noncognitive Development in a Sample of Hispanic/Latino Youth.” 2016. Web. 15 Nov 2019.

Vancouver:

McVey JE. Middle School Noncognitive Development in a Sample of Hispanic/Latino Youth. [Internet] [Doctoral dissertation]. U of Denver; 2016. [cited 2019 Nov 15]. Available from: https://digitalcommons.du.edu/etd/1127.

Council of Science Editors:

McVey JE. Middle School Noncognitive Development in a Sample of Hispanic/Latino Youth. [Doctoral Dissertation]. U of Denver; 2016. Available from: https://digitalcommons.du.edu/etd/1127


Louisiana State University

6. Morgan, Derek Jerone. An investigation of selected academic and nonacademic predictor variables of academic performance of student-athletes at Louisiana State University.

Degree: PhD, Education, 2004, Louisiana State University

 This study investigated the effects of selected predictor variables of academic achievement on the academic performance of student-athletes at Louisiana State University. This study attempted… (more)

Subjects/Keywords: noncognitive; intercollegiate athletics; student-athletes

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APA (6th Edition):

Morgan, D. J. (2004). An investigation of selected academic and nonacademic predictor variables of academic performance of student-athletes at Louisiana State University. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-01172005-201729 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3976

Chicago Manual of Style (16th Edition):

Morgan, Derek Jerone. “An investigation of selected academic and nonacademic predictor variables of academic performance of student-athletes at Louisiana State University.” 2004. Doctoral Dissertation, Louisiana State University. Accessed November 15, 2019. etd-01172005-201729 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3976.

MLA Handbook (7th Edition):

Morgan, Derek Jerone. “An investigation of selected academic and nonacademic predictor variables of academic performance of student-athletes at Louisiana State University.” 2004. Web. 15 Nov 2019.

Vancouver:

Morgan DJ. An investigation of selected academic and nonacademic predictor variables of academic performance of student-athletes at Louisiana State University. [Internet] [Doctoral dissertation]. Louisiana State University; 2004. [cited 2019 Nov 15]. Available from: etd-01172005-201729 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3976.

Council of Science Editors:

Morgan DJ. An investigation of selected academic and nonacademic predictor variables of academic performance of student-athletes at Louisiana State University. [Doctoral Dissertation]. Louisiana State University; 2004. Available from: etd-01172005-201729 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3976


University of Tennessee – Knoxville

7. Ruttencutter, Gwendolyn Sue. Getting Gritty with It: An Examination of Self-Directed Learning and Grit Among Doctoral Students.

Degree: 2018, University of Tennessee – Knoxville

 Extant literature suggests studying for a doctorate requires not just the growth of intellectual and technical skills and abilities, but also progressively developing more noncognitive(more)

Subjects/Keywords: Self-directed learning; grit; noncognitive factors; degree completion; doctoral education

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APA (6th Edition):

Ruttencutter, G. S. (2018). Getting Gritty with It: An Examination of Self-Directed Learning and Grit Among Doctoral Students. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4999

Chicago Manual of Style (16th Edition):

Ruttencutter, Gwendolyn Sue. “Getting Gritty with It: An Examination of Self-Directed Learning and Grit Among Doctoral Students.” 2018. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed November 15, 2019. https://trace.tennessee.edu/utk_graddiss/4999.

MLA Handbook (7th Edition):

Ruttencutter, Gwendolyn Sue. “Getting Gritty with It: An Examination of Self-Directed Learning and Grit Among Doctoral Students.” 2018. Web. 15 Nov 2019.

Vancouver:

Ruttencutter GS. Getting Gritty with It: An Examination of Self-Directed Learning and Grit Among Doctoral Students. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2018. [cited 2019 Nov 15]. Available from: https://trace.tennessee.edu/utk_graddiss/4999.

Council of Science Editors:

Ruttencutter GS. Getting Gritty with It: An Examination of Self-Directed Learning and Grit Among Doctoral Students. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2018. Available from: https://trace.tennessee.edu/utk_graddiss/4999


University of Oregon

8. French, Elizabeth. The Validity of the CampusReady Survey.

Degree: 2014, University of Oregon

 The purpose of this study is to examine the evidence underlying the claim that scores from CampusReady, a diagnostic measure of student college and career… (more)

Subjects/Keywords: Assessment; College and career readiness; Noncognitive Assessment; Survey; Validity

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APA (6th Edition):

French, E. (2014). The Validity of the CampusReady Survey. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/18369

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

French, Elizabeth. “The Validity of the CampusReady Survey.” 2014. Thesis, University of Oregon. Accessed November 15, 2019. http://hdl.handle.net/1794/18369.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

French, Elizabeth. “The Validity of the CampusReady Survey.” 2014. Web. 15 Nov 2019.

Vancouver:

French E. The Validity of the CampusReady Survey. [Internet] [Thesis]. University of Oregon; 2014. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/1794/18369.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

French E. The Validity of the CampusReady Survey. [Thesis]. University of Oregon; 2014. Available from: http://hdl.handle.net/1794/18369

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Florida

9. Seybert, Jacob. A New Item Response Theory Model for Estimating Person Ability and Item Parameters for Multidimensional Rank Order Responses.

Degree: 2013, University of South Florida

 The assessment of noncognitive constructs poses a number of challenges that set it apart from traditional cognitive ability measurement. Of particular concern is the influence… (more)

Subjects/Keywords: Forced Choice; Item Response Theory; Multidimensional IRT; Noncognitive Assessment; Psychology

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APA (6th Edition):

Seybert, J. (2013). A New Item Response Theory Model for Estimating Person Ability and Item Parameters for Multidimensional Rank Order Responses. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4942

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Seybert, Jacob. “A New Item Response Theory Model for Estimating Person Ability and Item Parameters for Multidimensional Rank Order Responses.” 2013. Thesis, University of South Florida. Accessed November 15, 2019. https://scholarcommons.usf.edu/etd/4942.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Seybert, Jacob. “A New Item Response Theory Model for Estimating Person Ability and Item Parameters for Multidimensional Rank Order Responses.” 2013. Web. 15 Nov 2019.

Vancouver:

Seybert J. A New Item Response Theory Model for Estimating Person Ability and Item Parameters for Multidimensional Rank Order Responses. [Internet] [Thesis]. University of South Florida; 2013. [cited 2019 Nov 15]. Available from: https://scholarcommons.usf.edu/etd/4942.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Seybert J. A New Item Response Theory Model for Estimating Person Ability and Item Parameters for Multidimensional Rank Order Responses. [Thesis]. University of South Florida; 2013. Available from: https://scholarcommons.usf.edu/etd/4942

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Boston College

10. Wang, Yang. Measuring value-added in noncognitive learning outcomes in higher education institutions: A civic engagement perspective.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2012, Boston College

 Addressing the call to provide hard evidence on undergraduate student outcomes and make comparisons across higher education institutions for accountability purposes, this study extends current… (more)

Subjects/Keywords: Civic engagement; Higher education institutions; Noncognitive learning outcomes; Value-added models

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APA (6th Edition):

Wang, Y. (2012). Measuring value-added in noncognitive learning outcomes in higher education institutions: A civic engagement perspective. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101982

Chicago Manual of Style (16th Edition):

Wang, Yang. “Measuring value-added in noncognitive learning outcomes in higher education institutions: A civic engagement perspective.” 2012. Doctoral Dissertation, Boston College. Accessed November 15, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101982.

MLA Handbook (7th Edition):

Wang, Yang. “Measuring value-added in noncognitive learning outcomes in higher education institutions: A civic engagement perspective.” 2012. Web. 15 Nov 2019.

Vancouver:

Wang Y. Measuring value-added in noncognitive learning outcomes in higher education institutions: A civic engagement perspective. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2019 Nov 15]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101982.

Council of Science Editors:

Wang Y. Measuring value-added in noncognitive learning outcomes in higher education institutions: A civic engagement perspective. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101982

11. Petre, Melinda C. A. Essays on the impact of cognitive and noncognitive skills on labor market outcomes.

Degree: PhD, Economics, 2014, University of Texas – Austin

 Analyzing the distributions of wages for whites, blacks and Hispanics reveals the existence of a wage gap throughout the distribution. There are also clear cognitive… (more)

Subjects/Keywords: Noncognitive skills; Employer learning

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APA (6th Edition):

Petre, M. C. A. (2014). Essays on the impact of cognitive and noncognitive skills on labor market outcomes. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26904

Chicago Manual of Style (16th Edition):

Petre, Melinda C A. “Essays on the impact of cognitive and noncognitive skills on labor market outcomes.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed November 15, 2019. http://hdl.handle.net/2152/26904.

MLA Handbook (7th Edition):

Petre, Melinda C A. “Essays on the impact of cognitive and noncognitive skills on labor market outcomes.” 2014. Web. 15 Nov 2019.

Vancouver:

Petre MCA. Essays on the impact of cognitive and noncognitive skills on labor market outcomes. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/2152/26904.

Council of Science Editors:

Petre MCA. Essays on the impact of cognitive and noncognitive skills on labor market outcomes. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26904


Syracuse University

12. Smith, Ellen Mary Tuve. Noncognitive Variables to Predict Academic Success Among Junior Year Baccalaureate Nursing Students.

Degree: PhD, Higher Education, 2017, Syracuse University

  An equitable predictor of academic success is needed as nursing education strives toward comprehensive preparation of diverse nursing students. The purpose of this study… (more)

Subjects/Keywords: grit; noncognitive variables; nursing students; persistence; regression; student success; Education

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APA (6th Edition):

Smith, E. M. T. (2017). Noncognitive Variables to Predict Academic Success Among Junior Year Baccalaureate Nursing Students. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/683

Chicago Manual of Style (16th Edition):

Smith, Ellen Mary Tuve. “Noncognitive Variables to Predict Academic Success Among Junior Year Baccalaureate Nursing Students.” 2017. Doctoral Dissertation, Syracuse University. Accessed November 15, 2019. https://surface.syr.edu/etd/683.

MLA Handbook (7th Edition):

Smith, Ellen Mary Tuve. “Noncognitive Variables to Predict Academic Success Among Junior Year Baccalaureate Nursing Students.” 2017. Web. 15 Nov 2019.

Vancouver:

Smith EMT. Noncognitive Variables to Predict Academic Success Among Junior Year Baccalaureate Nursing Students. [Internet] [Doctoral dissertation]. Syracuse University; 2017. [cited 2019 Nov 15]. Available from: https://surface.syr.edu/etd/683.

Council of Science Editors:

Smith EMT. Noncognitive Variables to Predict Academic Success Among Junior Year Baccalaureate Nursing Students. [Doctoral Dissertation]. Syracuse University; 2017. Available from: https://surface.syr.edu/etd/683


Temple University

13. Mendrinos, Niki. BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.

Degree: 2014, Temple University

Educational Administration

Ed.D.

Standardized tests such as the SAT and ACT claim to predict students' success in college. Colleges and universities place a considerable emphasis… (more)

Subjects/Keywords: Educational administration;

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APA (6th Edition):

Mendrinos, N. (2014). BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,305470

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mendrinos, Niki. “BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.” 2014. Thesis, Temple University. Accessed November 15, 2019. http://digital.library.temple.edu/u?/p245801coll10,305470.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mendrinos, Niki. “BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.” 2014. Web. 15 Nov 2019.

Vancouver:

Mendrinos N. BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS. [Internet] [Thesis]. Temple University; 2014. [cited 2019 Nov 15]. Available from: http://digital.library.temple.edu/u?/p245801coll10,305470.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mendrinos N. BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,305470

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The Ohio State University

14. McGee, Andrew Dunstan. Essays on the Role of Noncognitive Skills in Decision-making.

Degree: PhD, Economics, 2010, The Ohio State University

  While “ability” has long featured prominently in economic models and empirical studies of labor markets, economists have only recently begun to consider how personality… (more)

Subjects/Keywords: Economics; Labor Economics; locus of control; noncognitive skills; job search; learning disabilities

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APA (6th Edition):

McGee, A. D. (2010). Essays on the Role of Noncognitive Skills in Decision-making. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1275349192

Chicago Manual of Style (16th Edition):

McGee, Andrew Dunstan. “Essays on the Role of Noncognitive Skills in Decision-making.” 2010. Doctoral Dissertation, The Ohio State University. Accessed November 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275349192.

MLA Handbook (7th Edition):

McGee, Andrew Dunstan. “Essays on the Role of Noncognitive Skills in Decision-making.” 2010. Web. 15 Nov 2019.

Vancouver:

McGee AD. Essays on the Role of Noncognitive Skills in Decision-making. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Nov 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275349192.

Council of Science Editors:

McGee AD. Essays on the Role of Noncognitive Skills in Decision-making. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275349192


University of California – Irvine

15. Kataoka, Sabrina. Person Characteristics Related to Out-of-School Time Participation and Outcomes: An Examination of Selection, Moderation, and Mediation Effects.

Degree: Education, 2016, University of California – Irvine

 This dissertation presents three studies that examine the role of person characteristics, primarily noncognitive skills and gender, in the person-context relations of out-of-school experiences and… (more)

Subjects/Keywords: Education; Developmental psychology; Adolescent Development; Afterschool; Child Development; Extracurricular Activities; Noncognitive; Out-of-School Time

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APA (6th Edition):

Kataoka, S. (2016). Person Characteristics Related to Out-of-School Time Participation and Outcomes: An Examination of Selection, Moderation, and Mediation Effects. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/5tc697h2

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kataoka, Sabrina. “Person Characteristics Related to Out-of-School Time Participation and Outcomes: An Examination of Selection, Moderation, and Mediation Effects.” 2016. Thesis, University of California – Irvine. Accessed November 15, 2019. http://www.escholarship.org/uc/item/5tc697h2.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kataoka, Sabrina. “Person Characteristics Related to Out-of-School Time Participation and Outcomes: An Examination of Selection, Moderation, and Mediation Effects.” 2016. Web. 15 Nov 2019.

Vancouver:

Kataoka S. Person Characteristics Related to Out-of-School Time Participation and Outcomes: An Examination of Selection, Moderation, and Mediation Effects. [Internet] [Thesis]. University of California – Irvine; 2016. [cited 2019 Nov 15]. Available from: http://www.escholarship.org/uc/item/5tc697h2.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kataoka S. Person Characteristics Related to Out-of-School Time Participation and Outcomes: An Examination of Selection, Moderation, and Mediation Effects. [Thesis]. University of California – Irvine; 2016. Available from: http://www.escholarship.org/uc/item/5tc697h2

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Florida

16. Lee, Philseok. Detecting Aberrant Responding on Unidimensional Pairwise Preference Tests: An Application of based on the Zinnes Griggs Ideal Point IRT Model.

Degree: 2013, University of South Florida

 This study investigated the efficacy of the lz person fit statistic for detecting aberrant responding with unidimensional pairwise preference (UPP) measures, constructed and scored based… (more)

Subjects/Keywords: Appropriateness Measurement; Ideal Point; Item Response Theory (IRT); Noncognitive Assessment; Pairwise Preference; Person Fit; Psychology

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APA (6th Edition):

Lee, P. (2013). Detecting Aberrant Responding on Unidimensional Pairwise Preference Tests: An Application of based on the Zinnes Griggs Ideal Point IRT Model. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4527

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lee, Philseok. “Detecting Aberrant Responding on Unidimensional Pairwise Preference Tests: An Application of based on the Zinnes Griggs Ideal Point IRT Model.” 2013. Thesis, University of South Florida. Accessed November 15, 2019. https://scholarcommons.usf.edu/etd/4527.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lee, Philseok. “Detecting Aberrant Responding on Unidimensional Pairwise Preference Tests: An Application of based on the Zinnes Griggs Ideal Point IRT Model.” 2013. Web. 15 Nov 2019.

Vancouver:

Lee P. Detecting Aberrant Responding on Unidimensional Pairwise Preference Tests: An Application of based on the Zinnes Griggs Ideal Point IRT Model. [Internet] [Thesis]. University of South Florida; 2013. [cited 2019 Nov 15]. Available from: https://scholarcommons.usf.edu/etd/4527.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee P. Detecting Aberrant Responding on Unidimensional Pairwise Preference Tests: An Application of based on the Zinnes Griggs Ideal Point IRT Model. [Thesis]. University of South Florida; 2013. Available from: https://scholarcommons.usf.edu/etd/4527

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Minnesota

17. Westerhof, Lara. Social emotional competence: Culturally-bound or Context-free?.

Degree: PhD, Educational Psychology, 2017, University of Minnesota

 Social emotional competence, or the intra- (e.g., emotion regulation) and interpersonal (e.g., conflict resolution) skills related to success, is currently seen as a panacea to… (more)

Subjects/Keywords: Achievement; Culture; Holistic student assessment; Noncognitive skills; Social emotional learning; Soft skills

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APA (6th Edition):

Westerhof, L. (2017). Social emotional competence: Culturally-bound or Context-free?. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/188939

Chicago Manual of Style (16th Edition):

Westerhof, Lara. “Social emotional competence: Culturally-bound or Context-free?.” 2017. Doctoral Dissertation, University of Minnesota. Accessed November 15, 2019. http://hdl.handle.net/11299/188939.

MLA Handbook (7th Edition):

Westerhof, Lara. “Social emotional competence: Culturally-bound or Context-free?.” 2017. Web. 15 Nov 2019.

Vancouver:

Westerhof L. Social emotional competence: Culturally-bound or Context-free?. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/11299/188939.

Council of Science Editors:

Westerhof L. Social emotional competence: Culturally-bound or Context-free?. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/188939


University of Iowa

18. Keller, David Arthur. An integrated model of early community college student success: understanding success in developmental mathematics.

Degree: PhD, Educational Policy and Leadership Studies, 2011, University of Iowa

  The purpose of this study was to integrate traditional student success models with theories which focus on nontraditional students to create a model of… (more)

Subjects/Keywords: Community College; Developmental Mathematics; Noncognitive Variables; Student Persistence; Student Success; Educational Administration and Supervision

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APA (6th Edition):

Keller, D. A. (2011). An integrated model of early community college student success: understanding success in developmental mathematics. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/996

Chicago Manual of Style (16th Edition):

Keller, David Arthur. “An integrated model of early community college student success: understanding success in developmental mathematics.” 2011. Doctoral Dissertation, University of Iowa. Accessed November 15, 2019. https://ir.uiowa.edu/etd/996.

MLA Handbook (7th Edition):

Keller, David Arthur. “An integrated model of early community college student success: understanding success in developmental mathematics.” 2011. Web. 15 Nov 2019.

Vancouver:

Keller DA. An integrated model of early community college student success: understanding success in developmental mathematics. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2019 Nov 15]. Available from: https://ir.uiowa.edu/etd/996.

Council of Science Editors:

Keller DA. An integrated model of early community college student success: understanding success in developmental mathematics. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/996


Freie Universität Berlin

19. Berger, Eva M. Ökonometrische Analysen basierend auf dem Sozio-oekonomischen Panel (SOEP).

Degree: 2011, Freie Universität Berlin

 In der vorliegenden Dissertation werden verschiedene Determinanten und Konsequenzen von Müttererwerbstätigkeit und frühkindlicher Entwicklung analysiert, wobei ein Schwerpunkt auf nichtkognitiven Fähigkeiten und Lebenszufriedenheit liegt. Die… (more)

Subjects/Keywords: maternal employment; life satisfaction; happiness; children; noncognitive skills; 100 Philosophie und Psychologie::150 Psychologie

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APA (6th Edition):

Berger, E. M. (2011). Ökonometrische Analysen basierend auf dem Sozio-oekonomischen Panel (SOEP). (Thesis). Freie Universität Berlin. Retrieved from https://refubium.fu-berlin.de/handle/fub188/13978

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Berger, Eva M. “Ökonometrische Analysen basierend auf dem Sozio-oekonomischen Panel (SOEP).” 2011. Thesis, Freie Universität Berlin. Accessed November 15, 2019. https://refubium.fu-berlin.de/handle/fub188/13978.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Berger, Eva M. “Ökonometrische Analysen basierend auf dem Sozio-oekonomischen Panel (SOEP).” 2011. Web. 15 Nov 2019.

Vancouver:

Berger EM. Ökonometrische Analysen basierend auf dem Sozio-oekonomischen Panel (SOEP). [Internet] [Thesis]. Freie Universität Berlin; 2011. [cited 2019 Nov 15]. Available from: https://refubium.fu-berlin.de/handle/fub188/13978.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Berger EM. Ökonometrische Analysen basierend auf dem Sozio-oekonomischen Panel (SOEP). [Thesis]. Freie Universität Berlin; 2011. Available from: https://refubium.fu-berlin.de/handle/fub188/13978

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Liberty University

20. Shenkle, Nina. An Analysis of Grit Scores on First-Year Undergraduate Students' Persistence at a Large Private University.

Degree: 2018, Liberty University

 Student persistence in higher education has become an increasingly high priority as institutions seek to improve undergraduate completion rates. Traditionally, cognitive abilities such as aptitude… (more)

Subjects/Keywords: Consistency; Grit; Noncognitive; Perseverance; Retention; Student Persistence; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Other Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shenkle, N. (2018). An Analysis of Grit Scores on First-Year Undergraduate Students' Persistence at a Large Private University. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1842

Chicago Manual of Style (16th Edition):

Shenkle, Nina. “An Analysis of Grit Scores on First-Year Undergraduate Students' Persistence at a Large Private University.” 2018. Doctoral Dissertation, Liberty University. Accessed November 15, 2019. https://digitalcommons.liberty.edu/doctoral/1842.

MLA Handbook (7th Edition):

Shenkle, Nina. “An Analysis of Grit Scores on First-Year Undergraduate Students' Persistence at a Large Private University.” 2018. Web. 15 Nov 2019.

Vancouver:

Shenkle N. An Analysis of Grit Scores on First-Year Undergraduate Students' Persistence at a Large Private University. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Nov 15]. Available from: https://digitalcommons.liberty.edu/doctoral/1842.

Council of Science Editors:

Shenkle N. An Analysis of Grit Scores on First-Year Undergraduate Students' Persistence at a Large Private University. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1842

21. SONG HONG. ESSAYS ON LABOR AND PUBLIC ECONOMICS.

Degree: 2017, National University of Singapore

Subjects/Keywords: teacher gender; peer effect; noncognitive; education; environmental regulation; innovation

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APA (6th Edition):

HONG, S. (2017). ESSAYS ON LABOR AND PUBLIC ECONOMICS. (Thesis). National University of Singapore. Retrieved from http://scholarbank.nus.edu.sg/handle/10635/135804

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

HONG, SONG. “ESSAYS ON LABOR AND PUBLIC ECONOMICS.” 2017. Thesis, National University of Singapore. Accessed November 15, 2019. http://scholarbank.nus.edu.sg/handle/10635/135804.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

HONG, SONG. “ESSAYS ON LABOR AND PUBLIC ECONOMICS.” 2017. Web. 15 Nov 2019.

Vancouver:

HONG S. ESSAYS ON LABOR AND PUBLIC ECONOMICS. [Internet] [Thesis]. National University of Singapore; 2017. [cited 2019 Nov 15]. Available from: http://scholarbank.nus.edu.sg/handle/10635/135804.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

HONG S. ESSAYS ON LABOR AND PUBLIC ECONOMICS. [Thesis]. National University of Singapore; 2017. Available from: http://scholarbank.nus.edu.sg/handle/10635/135804

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Kentucky

22. Hokayem, Charles. ESSAYS ON HUMAN CAPITAL, HEALTH CAPITAL, AND THE LABOR MARKET.

Degree: 2010, University of Kentucky

 This dissertation consists of three essays concerning the effects of human capital and health capital on the labor market. Chapter 1 presents a structural model… (more)

Subjects/Keywords: Health Capital; Human Capital; Labor Supply; Noncognitive Skills; Generalized Method of Moments; Economics; Medicine and Health Sciences; Psychology

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APA (6th Edition):

Hokayem, C. (2010). ESSAYS ON HUMAN CAPITAL, HEALTH CAPITAL, AND THE LABOR MARKET. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/gradschool_diss/23

Chicago Manual of Style (16th Edition):

Hokayem, Charles. “ESSAYS ON HUMAN CAPITAL, HEALTH CAPITAL, AND THE LABOR MARKET.” 2010. Doctoral Dissertation, University of Kentucky. Accessed November 15, 2019. https://uknowledge.uky.edu/gradschool_diss/23.

MLA Handbook (7th Edition):

Hokayem, Charles. “ESSAYS ON HUMAN CAPITAL, HEALTH CAPITAL, AND THE LABOR MARKET.” 2010. Web. 15 Nov 2019.

Vancouver:

Hokayem C. ESSAYS ON HUMAN CAPITAL, HEALTH CAPITAL, AND THE LABOR MARKET. [Internet] [Doctoral dissertation]. University of Kentucky; 2010. [cited 2019 Nov 15]. Available from: https://uknowledge.uky.edu/gradschool_diss/23.

Council of Science Editors:

Hokayem C. ESSAYS ON HUMAN CAPITAL, HEALTH CAPITAL, AND THE LABOR MARKET. [Doctoral Dissertation]. University of Kentucky; 2010. Available from: https://uknowledge.uky.edu/gradschool_diss/23

23. Davis, Christopher A. Noncognitive Predictors of Academic Performance and Persistence in Horizontal and Vertical Transfer Students By Academic Level.

Degree: PhD, Educ Foundations & Leadership, 2010, Old Dominion University

  College students increasingly are transferring among institutions of higher education in pursuit of their educational goals. The existing research on transfer students, however, does… (more)

Subjects/Keywords: Academic performance; Community college; Horizontal and vertical transfer; Noncognitive; Persistence; Retention; Transfer students; Educational Assessment, Evaluation, and Research; Higher Education

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APA (6th Edition):

Davis, C. A. (2010). Noncognitive Predictors of Academic Performance and Persistence in Horizontal and Vertical Transfer Students By Academic Level. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781109761375 ; https://digitalcommons.odu.edu/efl_etds/103

Chicago Manual of Style (16th Edition):

Davis, Christopher A. “Noncognitive Predictors of Academic Performance and Persistence in Horizontal and Vertical Transfer Students By Academic Level.” 2010. Doctoral Dissertation, Old Dominion University. Accessed November 15, 2019. 9781109761375 ; https://digitalcommons.odu.edu/efl_etds/103.

MLA Handbook (7th Edition):

Davis, Christopher A. “Noncognitive Predictors of Academic Performance and Persistence in Horizontal and Vertical Transfer Students By Academic Level.” 2010. Web. 15 Nov 2019.

Vancouver:

Davis CA. Noncognitive Predictors of Academic Performance and Persistence in Horizontal and Vertical Transfer Students By Academic Level. [Internet] [Doctoral dissertation]. Old Dominion University; 2010. [cited 2019 Nov 15]. Available from: 9781109761375 ; https://digitalcommons.odu.edu/efl_etds/103.

Council of Science Editors:

Davis CA. Noncognitive Predictors of Academic Performance and Persistence in Horizontal and Vertical Transfer Students By Academic Level. [Doctoral Dissertation]. Old Dominion University; 2010. Available from: 9781109761375 ; https://digitalcommons.odu.edu/efl_etds/103

24. Healy, Megan. The Use of Non-Cognitives and Learning Strategies as a Predictor for Completion of Developmental Mathematics at a Community College.

Degree: PhD, Educ Foundations & Leadership, 2012, Old Dominion University

  With a large global, national, state, and local drive for post-secondary credentials, higher education institutes are exploring new retention and graduation strategies to meet… (more)

Subjects/Keywords: Community college; Developmental education; Learning strategies; Mathematics; Noncognitive; Persistence; Educational Psychology; Higher Education; Science and Mathematics Education

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APA (6th Edition):

Healy, M. (2012). The Use of Non-Cognitives and Learning Strategies as a Predictor for Completion of Developmental Mathematics at a Community College. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781267349040 ; https://digitalcommons.odu.edu/efl_etds/119

Chicago Manual of Style (16th Edition):

Healy, Megan. “The Use of Non-Cognitives and Learning Strategies as a Predictor for Completion of Developmental Mathematics at a Community College.” 2012. Doctoral Dissertation, Old Dominion University. Accessed November 15, 2019. 9781267349040 ; https://digitalcommons.odu.edu/efl_etds/119.

MLA Handbook (7th Edition):

Healy, Megan. “The Use of Non-Cognitives and Learning Strategies as a Predictor for Completion of Developmental Mathematics at a Community College.” 2012. Web. 15 Nov 2019.

Vancouver:

Healy M. The Use of Non-Cognitives and Learning Strategies as a Predictor for Completion of Developmental Mathematics at a Community College. [Internet] [Doctoral dissertation]. Old Dominion University; 2012. [cited 2019 Nov 15]. Available from: 9781267349040 ; https://digitalcommons.odu.edu/efl_etds/119.

Council of Science Editors:

Healy M. The Use of Non-Cognitives and Learning Strategies as a Predictor for Completion of Developmental Mathematics at a Community College. [Doctoral Dissertation]. Old Dominion University; 2012. Available from: 9781267349040 ; https://digitalcommons.odu.edu/efl_etds/119


California State University – Northridge

25. cruz, Maria. Influence of Noncognitive Skills on High Socioeconomic High School Students??? Learning and College Readiness.

Degree: EdD, Department of Education Leadership And Policy Studies, 2015, California State University – Northridge

 The purpose of this study was to explore the perceptions of high school students and educators concerning the significance and influence of noncognitive skills on… (more)

Subjects/Keywords: Noncognitive Cognitive College Readiness Self- regulation Self-efficacy Self-monitoring Interpersonal Skills Academic Behaviors; Dissertations, Academic  – CSUN  – Education  – Educational Leadership and Policy Studies.

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APA (6th Edition):

cruz, M. (2015). Influence of Noncognitive Skills on High Socioeconomic High School Students??? Learning and College Readiness. (Doctoral Dissertation). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/145081

Chicago Manual of Style (16th Edition):

cruz, Maria. “Influence of Noncognitive Skills on High Socioeconomic High School Students??? Learning and College Readiness.” 2015. Doctoral Dissertation, California State University – Northridge. Accessed November 15, 2019. http://hdl.handle.net/10211.3/145081.

MLA Handbook (7th Edition):

cruz, Maria. “Influence of Noncognitive Skills on High Socioeconomic High School Students??? Learning and College Readiness.” 2015. Web. 15 Nov 2019.

Vancouver:

cruz M. Influence of Noncognitive Skills on High Socioeconomic High School Students??? Learning and College Readiness. [Internet] [Doctoral dissertation]. California State University – Northridge; 2015. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10211.3/145081.

Council of Science Editors:

cruz M. Influence of Noncognitive Skills on High Socioeconomic High School Students??? Learning and College Readiness. [Doctoral Dissertation]. California State University – Northridge; 2015. Available from: http://hdl.handle.net/10211.3/145081

26. Orscheln, Paul. Using noncognitive assessment to predict academic success for at-risk students.

Degree: 2012, University of Missouri – Columbia

 The purpose of this study was to determine if noncognitive variables, alone or in combination with standardized test score (ACT or SAT) and/or high school… (more)

Subjects/Keywords: student success; standardized testing; noncognitive attributes; predictor variables

…point average alone. With the creation of instruments such as the Noncognitive Questionnaire… …combining noncognitive with cognitive variables is a better predictor than using cognitive… …more recently developed tools for noncognitive assessment in college admissions. Statement of… …diversify the student body and sustain or grow enrollment, noncognitive attributes have been… …noncognitive variables is one method proven to assist in addressing this dilemma. Providing academic… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Orscheln, P. (2012). Using noncognitive assessment to predict academic success for at-risk students. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/33096

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Orscheln, Paul. “Using noncognitive assessment to predict academic success for at-risk students.” 2012. Thesis, University of Missouri – Columbia. Accessed November 15, 2019. http://hdl.handle.net/10355/33096.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Orscheln, Paul. “Using noncognitive assessment to predict academic success for at-risk students.” 2012. Web. 15 Nov 2019.

Vancouver:

Orscheln P. Using noncognitive assessment to predict academic success for at-risk students. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10355/33096.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Orscheln P. Using noncognitive assessment to predict academic success for at-risk students. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/33096

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Tierney, Patrick J. Perceptions of Adolescent Males and Their Parents as to Factors That Influence the Young Men's Academic Performance .

Degree: Department of Graduate and Undergraduate Studies in Education, 2014, Brock University

 Postsecondary enrolments of young males has been declining since the mid-1980s. The decline can be attributed, at least in part, to boys and young men… (more)

Subjects/Keywords: adolescent males; academic performance; postsecondary enrolment; noncognitive skills; character

…Qualitative analysis assistive spreadsheet for noncognitive skills.....................108… …Adolescent males' interviews/ noncognitive skills category graph...................112 Parent… …function and psychological constructs to develop the time management noncognitive skill… …275 H8 Traceability map for noncognitive skills… …nels88/). Jacob identified boys' noncognitive skills (i.e., time management… 

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APA (6th Edition):

Tierney, P. J. (2014). Perceptions of Adolescent Males and Their Parents as to Factors That Influence the Young Men's Academic Performance . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/5926

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tierney, Patrick J. “Perceptions of Adolescent Males and Their Parents as to Factors That Influence the Young Men's Academic Performance .” 2014. Thesis, Brock University. Accessed November 15, 2019. http://hdl.handle.net/10464/5926.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tierney, Patrick J. “Perceptions of Adolescent Males and Their Parents as to Factors That Influence the Young Men's Academic Performance .” 2014. Web. 15 Nov 2019.

Vancouver:

Tierney PJ. Perceptions of Adolescent Males and Their Parents as to Factors That Influence the Young Men's Academic Performance . [Internet] [Thesis]. Brock University; 2014. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10464/5926.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tierney PJ. Perceptions of Adolescent Males and Their Parents as to Factors That Influence the Young Men's Academic Performance . [Thesis]. Brock University; 2014. Available from: http://hdl.handle.net/10464/5926

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Freeze, Mark Fallon. Identification of Noncognitive Factors as Predictors of Freshman Academic Performance and Retention in a Community College Setting.

Degree: PhD, 2000, Old Dominion University

  This study identified noncognitive factors (via the use of discriminant analysis) that impact freshmen academic performance and retention in a community college setting. The… (more)

Subjects/Keywords: Academic performance; Community college; Freshman; Noncognitive; Retention; Academic Advising; Higher Education

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APA (6th Edition):

Freeze, M. F. (2000). Identification of Noncognitive Factors as Predictors of Freshman Academic Performance and Retention in a Community College Setting. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780493079110 ; https://digitalcommons.odu.edu/urbanservices_education_etds/118

Chicago Manual of Style (16th Edition):

Freeze, Mark Fallon. “Identification of Noncognitive Factors as Predictors of Freshman Academic Performance and Retention in a Community College Setting.” 2000. Doctoral Dissertation, Old Dominion University. Accessed November 15, 2019. 9780493079110 ; https://digitalcommons.odu.edu/urbanservices_education_etds/118.

MLA Handbook (7th Edition):

Freeze, Mark Fallon. “Identification of Noncognitive Factors as Predictors of Freshman Academic Performance and Retention in a Community College Setting.” 2000. Web. 15 Nov 2019.

Vancouver:

Freeze MF. Identification of Noncognitive Factors as Predictors of Freshman Academic Performance and Retention in a Community College Setting. [Internet] [Doctoral dissertation]. Old Dominion University; 2000. [cited 2019 Nov 15]. Available from: 9780493079110 ; https://digitalcommons.odu.edu/urbanservices_education_etds/118.

Council of Science Editors:

Freeze MF. Identification of Noncognitive Factors as Predictors of Freshman Academic Performance and Retention in a Community College Setting. [Doctoral Dissertation]. Old Dominion University; 2000. Available from: 9780493079110 ; https://digitalcommons.odu.edu/urbanservices_education_etds/118


North Carolina State University

29. Stretch, LoriAnn Sykes. Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions.

Degree: PhD, Counselor Education, 2005, North Carolina State University

 Limited research is available when attempting to determine what, if any, differences exist in predicting academic success and persistence for African-American students attending a historically… (more)

Subjects/Keywords: academic success; persistence; retention; HBCU; historically Black college or university; predominantly White institution; PWI; African-American; logistic regression; ANCOVA; Noncognitive Questionnaire; NCQ; Sedlacek; noncognitive; psychosocial; predictors

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APA (6th Edition):

Stretch, L. S. (2005). Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/4122

Chicago Manual of Style (16th Edition):

Stretch, LoriAnn Sykes. “Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions.” 2005. Doctoral Dissertation, North Carolina State University. Accessed November 15, 2019. http://www.lib.ncsu.edu/resolver/1840.16/4122.

MLA Handbook (7th Edition):

Stretch, LoriAnn Sykes. “Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions.” 2005. Web. 15 Nov 2019.

Vancouver:

Stretch LS. Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions. [Internet] [Doctoral dissertation]. North Carolina State University; 2005. [cited 2019 Nov 15]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4122.

Council of Science Editors:

Stretch LS. Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions. [Doctoral Dissertation]. North Carolina State University; 2005. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4122

30. Gazel Junior, Marco Antonio. Essays on behavioral economics of confidence, creativity and education : Essais sur l'économie comportementale de la confiance, de la créativité et de l'éducation.

Degree: Docteur es, Sciences économiques, 2017, Paris 1

Cette thèse contribue à la littérature économique sur les compétences non cognitives essentielles pour la réussite de la vie, particulièrement pour la réussite scolaire. Elle… (more)

Subjects/Keywords: Compétences non cognitives; Education; Système scolaire; Créativité; Motivation; Effort; Confiance en soi; Mobilité intergénérationnelle; Noncognitive abilities; Education; School systems; Creativity; Motivation; Effort; Self-confidence; Overestimation bias; Educational inequalities; Intergenerational mobility; 330

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gazel Junior, M. A. (2017). Essays on behavioral economics of confidence, creativity and education : Essais sur l'économie comportementale de la confiance, de la créativité et de l'éducation. (Doctoral Dissertation). Paris 1. Retrieved from http://www.theses.fr/2017PA01E030

Chicago Manual of Style (16th Edition):

Gazel Junior, Marco Antonio. “Essays on behavioral economics of confidence, creativity and education : Essais sur l'économie comportementale de la confiance, de la créativité et de l'éducation.” 2017. Doctoral Dissertation, Paris 1. Accessed November 15, 2019. http://www.theses.fr/2017PA01E030.

MLA Handbook (7th Edition):

Gazel Junior, Marco Antonio. “Essays on behavioral economics of confidence, creativity and education : Essais sur l'économie comportementale de la confiance, de la créativité et de l'éducation.” 2017. Web. 15 Nov 2019.

Vancouver:

Gazel Junior MA. Essays on behavioral economics of confidence, creativity and education : Essais sur l'économie comportementale de la confiance, de la créativité et de l'éducation. [Internet] [Doctoral dissertation]. Paris 1; 2017. [cited 2019 Nov 15]. Available from: http://www.theses.fr/2017PA01E030.

Council of Science Editors:

Gazel Junior MA. Essays on behavioral economics of confidence, creativity and education : Essais sur l'économie comportementale de la confiance, de la créativité et de l'éducation. [Doctoral Dissertation]. Paris 1; 2017. Available from: http://www.theses.fr/2017PA01E030

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