Confidence: the best non-cognitive predictor of academic achievement?

Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitiv...

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Published in:	Educational psychology (Dorchester-on-Thames) Vol. 34; no. 1; pp. 9 - 28
Main Authors:	Stankov, Lazar, Morony, Suzanne, Lee, Yim Ping
Format:	Journal Article
Language:	English
Published:	Dorchester-on-Thames Routledge 02-01-2014 Taylor & Francis Ltd
Subjects:	Academic Achievement Anxiety Cognitive Ability Confidence Educational psychology Emotional Adjustment English (Second Language) Factor Analysis Foreign Countries Item Analysis Mathematics Achievement mathematics anxiety Mathematics Skills Measurement Memory Mental Health Predictor Variables Program for International Student Assessment Regression (Statistics) Role Second Language Learning Secondary School Students Self Concept Self Efficacy self-beliefs self-constructs Singapore Social Adjustment Student Attitudes Surveys Singapore
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Abstract	Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitive realm in education to incorporate both social and psychological adjustment variables and ratings of confidence in addition to these self-constructs. Our findings show that confidence explains most of the variance in achievement captured by the other self-constructs combined, and that psychological adjustment variables add little to the equation. Furthermore, in contrast to other cognitive and non-cognitive variables, confidence accounts for 46.3% of total variance in achievement, while measures of previous cognitive performance in combination with other non-cognitive variables account for 40.5% of the total variance. We discuss the ways in which confidence is important in education.
AbstractList	Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitive realm in education to incorporate both social and psychological adjustment variables and ratings of confidence in addition to these self-constructs. Our findings show that confidence explains most of the variance in achievement captured by the other self-constructs combined, and that psychological adjustment variables add little to the equation. Furthermore, in contrast to other cognitive and non-cognitive variables, confidence accounts for 46.3% of total variance in achievement, while measures of previous cognitive performance in combination with other non-cognitive variables account for 40.5% of the total variance. We discuss the ways in which confidence is important in education. [PUBLICATION ABSTRACT] Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitive realm in education to incorporate both social and psychological adjustment variables and ratings of confidence in addition to these self-constructs. Our findings show that confidence explains most of the variance in achievement captured by the other self-constructs combined, and that psychological adjustment variables add little to the equation. Furthermore, in contrast to other cognitive and non-cognitive variables, confidence accounts for 46.3% of total variance in achievement, while measures of previous cognitive performance in combination with other non-cognitive variables account for 40.5% of the total variance. We discuss the ways in which confidence is important in education.
Audience	Secondary Education
Author	Morony, Suzanne Stankov, Lazar Lee, Yim Ping
Author_xml	– sequence: 1 givenname: Lazar surname: Stankov fullname: Stankov, Lazar email: lazondi@rocketmail.com organization: School of Education, University of Western Sydney – sequence: 2 givenname: Suzanne surname: Morony fullname: Morony, Suzanne organization: School of Education, University of Western Sydney – sequence: 3 givenname: Yim Ping surname: Lee fullname: Lee, Yim Ping organization: National Institute of Education
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SubjectTerms	Academic Achievement Anxiety Cognitive Ability Confidence Educational psychology Emotional Adjustment English (Second Language) Factor Analysis Foreign Countries Item Analysis Mathematics Achievement mathematics anxiety Mathematics Skills Measurement Memory Mental Health Predictor Variables Program for International Student Assessment Regression (Statistics) Role Second Language Learning Secondary School Students Self Concept Self Efficacy self-beliefs self-constructs Singapore Social Adjustment Student Attitudes Surveys
Title	Confidence: the best non-cognitive predictor of academic achievement?
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