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Understanding Conscientiousness and Its Role in Improved Student Achievement

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Bibliographic Details
Title: Understanding Conscientiousness and Its Role in Improved Student Achievement
Language: English
Authors: Best, Jane, Dunlap, Allison, McREL International
Source: McREL International. 2014.
Availability: McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
Peer Reviewed: N
Page Count: 8
Publication Date: 2014
Intended Audience: Policymakers
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Student Improvement, Academic Achievement, Performance Factors, Achievement Need, Personality Traits, Educational Policy, Intervention, Early Experience, Parent Education, Family Programs, Faculty Development, Case Studies, Change Strategies, Developmental Studies Programs, Improvement Programs, Elementary Secondary Education
Geographic Terms: Arizona, Illinois, Kentucky, New York
Abstract: In today's rapidly changing global economy, "21st century skills" means much more than proficiency in basic academic subjects. One of the most important noncognitive competencies for student success is conscientiousness, which encompasses traits such as perseverance, self-regulation, resilience, and responsibility. Researchers have found that conscientiousness and its related 21st century skills are better predictors of student success than any other personality trait. This brief looks at the formative experiences and interventions that promote conscientiousness in the classroom as well as outside of the classroom, in professional development, educator preparation programs, and parent/family support training. The authors give examples of steps that some states and districts have already taken and offer questions and recommendations for others to consider in terms of: (1) supporting educators; (2) building parent capacity; and (3) enhancing existing research and resources.
Abstractor: ERIC
Number of References: 26
Entry Date: 2015
Accession Number: ED557600
Database: ERIC
Description
Abstract:In today's rapidly changing global economy, "21st century skills" means much more than proficiency in basic academic subjects. One of the most important noncognitive competencies for student success is conscientiousness, which encompasses traits such as perseverance, self-regulation, resilience, and responsibility. Researchers have found that conscientiousness and its related 21st century skills are better predictors of student success than any other personality trait. This brief looks at the formative experiences and interventions that promote conscientiousness in the classroom as well as outside of the classroom, in professional development, educator preparation programs, and parent/family support training. The authors give examples of steps that some states and districts have already taken and offer questions and recommendations for others to consider in terms of: (1) supporting educators; (2) building parent capacity; and (3) enhancing existing research and resources.