Dissertation

The Influence of Noncognitive Skills on High Socioeconomic High School Students' Learning and College Readiness

The purpose of this study was to explore the perceptions of high school students and educators concerning the significance and influence of noncognitive skills on students' learning while shaping their readiness to successfully transition to a post-secondary education, fulfill, and sustain new academic expectations. Study results provided empirical data regarding the impact that the explicit development of student noncognitive skills might have when combined with current practices merely focusing on cognitive skills that measure students' outcomes. This qualitative study, using a grounded theory tradition, aimed to shed light on educators and administrators to inform, modify, and improve college readiness methods and supports, thereby better serving the students' needs and college aspirations as they prepare for their college transition.

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