Exploring Profiles of Students Using Noncognitive and Cognitive Information

• In Event: 66.059 - Poster Session 14
  In Poster Session: 66.059-5 - Poster Session 1: Motivational Processes

Abstract

There has been a recent and growing interest in understanding and measuring students’ noncognitive attributes. The current study used a person-centered technique (i.e., mixture modeling) to explore whether there were distinct classes of students based on a variety of noncognitive and cognitive attributes (i.e., effort regulation, self-efficacy, sense of belonging, growth versus fixed mindsets, cognitive strategies, metacognition, time and study management, and cognitive achievement test scores). Results provided evidence for three distinct classes of students, and external variables provided a degree of validity evidence supporting these classes. These results provide information that could inform the development of both score reports and interventions tailored to different types of students. Implications and limitations of the research are discussed in the full paper.

Authors

• Carol L. Barry, The College Board

• Rory Lazowski, The College Board