Non-Cognitive Dissonance: Clarifying the Theoretical Dimensions, Practical Value, and Empirical Horizons of Non-Cognitive Skills in Teachers and Students
Thesis or dissertation
Date of this Version
Academic literature has begun to explore the connection between so-called, non-cognitive skills (e.g. emotional intelligence, resilience, motivation, etc.) and traditional markers of student success. The literature has also begun to examine the relationship between non-cognitive skills and non-traditional markers of student success like wellbeing. Despite academic interest, there is little agreement – across a range disciplines in the humanities and social sciences - as to the theoretical dimensions of these non-cognitive skills. This is problematic at the level of theory and practice. Moreover, proponents of non-cognitive skills that invoke the conceptually flawed and self-limiting characterization may find themselves in a state of cognitive dissonance about the state of non-cognitive skills. This internal tension is a phenomenon we call non-cognitive dissonance. As such, it will be the task of this project to redress this non-cognitive dissonance by creating a logic model that identifies key non-cognitive variables in the literature and that clarifies where there is conceptual as well as empirical overlap, connection, and distinction between constructs. In so doing, our logic model will bring greater clarity to the value of non- cognitive skills in terms of their positive predictive outcomes within and between teachers and students.
education, positive education, non-cognitive skills, social-emotional learning
Date Posted: 07 October 2016