A Note on Terminology
The Promise o Noncognitive Factors
Five Categories o Noncognitive Factors
Evidence on Academic Behaviors
Evidence on Academic Perseverance
Evidence on Academic MindsetsACKNOWLEDGEMENTS
We would like to recognize the many people who contributed to this review. Ourresearch colleagues at the University o Chicago Consortium on Chicago School Research and our practitionercolleagues at the Network or College Success gave critical eedback and helped us think through the implica-tions o the existing literature or both research and practice. We would particularly like to thank Eliza Moeller,Faye Kroshinksy, Kersti Azar, Ka Moragne, Thomas Kelley-Kemple, Mary Ann Pitcher, Sarah Howard, Rito Martinez,Jackie Lemon, Catherine Whiteld, LaKisha Pittman, Cecily Langord, Michael Kristovic, Sue Sporte, W. DavidStevens, Marisa de la Torre, Julia Gwynne, Bronwyn McDaniel, and Penny Bender Sebring or their eedback on ourmodel o noncognitive actors and their critical comments on and contributions to the report. We are indebted tomembers o the CCSR Steering Committee who provided substantive eedback on our research, particularlyLila Le and Kim Zalent. Angela Duckworth and David Yeager gave us very helpul critical commentary thatstrengthened our nal product. CCSR Associate Director or Communications, Emily Krone and Communicationsand Research Manager, Bronwyn McDaniel were instrumental in shepherding this through the production process.Welcome to baby Caroline Mary Phillips, whose conception and birth coincided very closely with the conceptionand delivery o this project.This work was supported by Lumina Foundation and Raikes Foundation. We thank them or their support andclose collaboration in this project.CITE AS:Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012).
Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review.
Chicago: University o Chicago Consortium on Chicago School Research.
Evidence on Learning Strategies
Evidence on Social Skills
The Role o Noncognitive Factors inSchool Transitions
TABLE OF CONTENTS
This report was produced by UChicago CCSR’s publicationsand communications sta: Emily Krone, Associate Director,Communications; Bronwyn McDaniel, Communications andResearch Manager; and Jessica Puller, Communications Specialist.Graphic Design by Je Hall DesignEditing by Ann Lindner06email@example.com