Noncognitive skills and critical thinking predict undergraduate academic performance
Michelle Martín-Raugh, Harrison J. Kell, Guangming Ling, Daniel Fishtein, Zhitong Yang
Abstract
We investigated the predictive value of four noncognitive skills (academic skills [e.g. meeting class expectations], commitment [e.g. to the institution], self-management [e.g. academic self-efficacy] and social support [e.g. social connectedness]), and critical thinking for predicting undergraduate academic performance in multiple institutions using multi-level modeling. Results show that in addition to traditional predictors such as high school grade point average (GPA) and SAT (Scholastic Aptitude Test)/ACT (American College Test) scores, noncognitive skills and critical thinking skills predict college GPA. Higher education institutions may consider incorporating measures of noncognitive skills and critical thinking skills into their battery of admissions tools.