A study has revealed that non-cognitive skills, such as motivation and self-regulation, are as important as intelligence in determining academic success. These skills become increasingly influential throughout a child's education, with genetic factors playing a significant role.
A study has revealed that non-cognitive skills, such as motivation and self-regulation, are as important as intelligence in determining academic success. These skills become increasingly influential throughout a child's education, with genetic factors playing a significant role. The findings suggest that fostering non-cognitive skills alongside cognitive abilities could significantly improve educational outcomes.
"We discovered that genetic effects associated with non-cognitive skills become increasingly predictive of academic achievement over the school years, in fact their effect nearly doubles between the ages of 7 and 16" explained Dr Allegrini, Research Fellow at University College London."By the end of compulsory education, genetic dispositions towards non-cognitive skills were equally as important as those related to cognitive abilities in predicting academic success.
"Our education system has traditionally focused on cognitive development," said Dr Malanchini."It's time to rebalance that focus and give equal importance to nurturing non-cognitive skills. By doing so, we can create a more inclusive and effective learning environment for all students." The study was a collaborative effort involving researchers from multiple institutions across six countries: University College London, VU University Amsterdam, University of Bologna, Royal Holloway, University of London, University of Oslo, University of York, Vrije Universiteit Amsterdam, Institute for Behavioral Genetics, The Max Planck Institute for Human Development, The University of Texas at Austin, Institute of Psychiatry, Psychology and Neuroscience, King's College London, and Queen...
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