This literature review explores the role of noncognitive factors in academic performance, which is measured by student GPA. The report develops an evidence-based conceptual framework from existing literature on noncognitive factors. The report also analyzes existing research to identify any gaps in knowledge in order to assist policymakers who wish to assess leverage points for improving student achievement. Additionally, it examines implications for student learning, presents case studies, and provides recommendations.
Teaching Adolescents to Become Leaders: The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review
The University of Chicago Consortium on Chicago School Research