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Bilişsel Olmayan Beceriler- Eğitim Psikolojisi Araştırmalarında Yeni Bir Bakış Açısı

Yıl 2023, Cilt: 25 Sayı: 2, 382 - 392, 29.06.2023

Zekeriya Temircan

https://doi.org/10.17556/erziefd.1172003
Cited By: 1

Öz

Çocukluk çağından başlayarak ergenlik döneminde geliştirilen bilişsel olmayan becerilerin akademik ve sosyal hayattaki başarı üzerinde önemli ve kalıcı bir etkisi olduğu görülmektedir. Bu becerilerin öğrencilerin akademik başarısı, kişisel gelişimi ve gelecek yönelimleri üzerinde olumlu bir şekilde doğrudan etkisinin olduğu belirtilmektedir. Bilişsel olmayan beceriler kavramı yurt dışı alanyazında eğitim alanında farklı konuları içeren araştırmalara sıkça konu olmuştur. Ancak ülkemizde bilişsel olmayan becerileri oluşturan kavramlar bireysel olarak araştırmalara konu olsa da “bilişsel olmayan beceriler” kavramı birkaç çalışmanın konusu dışında alanyazında kullanılmamıştır. Bu kavramın tek çatı altında toplandığı araştırmalara ihtiyaç duyulmaktadır. Yapılan bu çalışma ile alanyazına farklı bir bakış açısıyla katkı sağlanması ve eksikliğin giderilmesi hedeflenmiştir. Konu ile ilgili alanyazın taraması için Web of Science, EBSCO, Scopus gibi veri tabanları kullanılmıştır. Yapılan derleme incelemesinde bilişsel olmayan beceriler ve bu becerilerin akademik performans ile ilişkisi çok yönlü ve bütünsel bir bakış açısıyla ele alınmıştır. Akademik davranış, azim, düşünce yapısı, öğrenme stratejileri ve sosyal beceriler gibi bilişsel olmayan becerilerin akademik performansa etkileri ele alınarak önemli bilgi ve açıklamalara yer verilmiştir. Yapılan bu derleme çalışmasının, araştırmacıların bu konu hakkındaki farkındalığını artırarak gelecekte yapılacak özgün araştırmalara, derlemelere ve meta-analiz çalışmalarına ışık tutması açısından önemli olduğu düşülmektedir.

Anahtar Kelimeler

akademik performans biliş bilişsel olmayan eğitim öğrenciler

Kaynakça

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  • Can, E. & Baksi, O. (2014). Öğrencilerin Sınıf içi Tutum ve Davranışlarının Öğretmenlerin Sınıf Yönetimi Başarısına Etkisi. Asya Öğretim Dergisi, 2(1), 86-101.
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  • Cunha, F. & Heckman, J. J. (2008). Formulating, identifying and estimating the technology of cognitive and noncognitive skill formation. Journal of Human Resources, 43(4), 738–782. https://doi.org/10.3368/jhr.43.4.738.
  • Çakır, H., Gedik, E. & Akkol, L. M. (2021). Gündelik Hayatta Değişen Toplumsal Cinsiyet Rollerine Karşı Baş Etme Stratejileri: Yozgat’ta Yaşayan Göçmen Kadınlar. Avrasya Uluslararası Araştırma Dergisi, 9(29), 219-240.
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Non-Cognitive Skills- New Perspectives on Educational Psychology Research

Yıl 2023, Cilt: 25 Sayı: 2, 382 - 392, 29.06.2023

Zekeriya Temircan

https://doi.org/10.17556/erziefd.1172003
Cited By: 1

Öz

It is seen that non-cognitive skills starting from childhood and developed during adolescence, have a significant and lasting effect on academic and social success. These skills have a positive direct effect on students' academic success, personal development, and future orientation. The concept of non-cognitive skills has been frequently used in foreign literature in different topics in educational research. Although the concepts that make up non-cognitive skills in our country are the subject of individual research, the concept of 'non-cognitive skills' has not been used in the literature except for a few studies. There is a need for research that gathers this concept under a single roof. This study aim is to contribute to the literature from a different perspective and to eliminate the deficiency. Databases such as Web of Science, EBSCO, Scopus were used to search the literature on the subject. In the review, non-cognitive skills, and the relationship of these skills with academic performance were discussed with a holistic perspective. The effects of non-cognitive skills such as academic behavior, perseverance, mentality, learning strategies and social skills on academic performance are discussed. This study is important increasing the awareness of researchers on this subject and shedding light on future original research, compilations, and meta-analysis studies.

Anahtar Kelimeler

academic performance cognition non-cognitive education students

Kaynakça

  • Brunello, G. & Schlotter, M. (2011). Non-Cognitive Skills and Personality Traits: Labour Market Relevance and Their Development in Education & Training Systems. SSRN Electronic Journal, 1-47. http://doi.org/10.2139/ssrn.1858066.
  • Burrus, J., MacCann, C., Kyllonen, P. C. & Roberts, R. D. (2011). Noncognitive constructs in K-16: Assessments, interventions, educational and policy implications. In P. Bowman (Ed.), Diversity, merit, and higher education: Toward a comprehensive agenda for the twenty-first century. Readings in equal education. Ann Arbor, MI: AMS Press Inc.
  • Can, E. & Baksi, O. (2014). Öğrencilerin Sınıf içi Tutum ve Davranışlarının Öğretmenlerin Sınıf Yönetimi Başarısına Etkisi. Asya Öğretim Dergisi, 2(1), 86-101.
  • Carneiro, P., Crawford, C. & Goodman, A. (2007). The impact of early cognitive and non-cognitive skills on later outcomes. London: Centre for the Economics of Education.
  • Chamorro-Premuzic, T. & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319–338.
  • Cunha, F., Heckman, J. J. & Schennach, S. M. (2010). Estimating the technology of cognitive and non-cognitive skill formation. Econometrica, 78(3), 883–931. http://doi.org/10.3982/ECTA6551.
  • Cerni, T., Di Benedetto, A. & Rumiati R. I. (2021). The contribution of personality and intelligence toward cognitive competences in higher education. Frontier in Psychology, 12(62),19-90. http://doi.org/10.3389/fpsyg.2021.621990.
  • Cohen, G. L., Garcia, J., Apfel, N. & Master, A. (2006). Reducing the Racial Achievement Gap: A Social-Psychological Intervention. Science, 313(5791), 1307–1310. https://doi.org/10.1126/science.1128317.
  • Cunha, F. & Heckman, J. J. (2008). Formulating, identifying and estimating the technology of cognitive and noncognitive skill formation. Journal of Human Resources, 43(4), 738–782. https://doi.org/10.3368/jhr.43.4.738.
  • Çakır, H., Gedik, E. & Akkol, L. M. (2021). Gündelik Hayatta Değişen Toplumsal Cinsiyet Rollerine Karşı Baş Etme Stratejileri: Yozgat’ta Yaşayan Göçmen Kadınlar. Avrasya Uluslararası Araştırma Dergisi, 9(29), 219-240.
  • Çetin, A., Tekmen, E. E. & Şentürk, M. (2016). Mesleki Bağlılık ve Mesleki Öz-yeterlik Algısının Bilgi Paylaşma Davranışına Etkisi. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 6(2), 289-315.
  • Davey, M., Eaker, D. G. & Walters, L. H. (2003). Resilience processes in adolescents: Personality profiles, self-worth, and coping. Journal of Adolescent Research, 18(4), 347-362.
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  • Kotaman, H. (2008). Özyeterlilik İnancı ve Öğrenme Performansının Geliştirilmesine İlişkin Yazın Taraması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 111-133.
  • Kurt, T. (2012). Öğretmenlerin Öz-Yeterlik ve Kolektif Yeterlik Algıları. Türk Eğitim Bilimleri Dergisi, 10(2),195-227.
  • Kyllonen, P., Walters, A. M. & Kaufman, J. C. (2005). Noncognitive constructs and their assessment in graduate education: A review. Educational Assessment, 10(3), 153-184.
  • Kwok, O., Hughes, J. N. & Luo, W. (2007). Role of resilient personality on lower achieving first grade students’ current and future achievement. Journal of School Psychology, 45(1), 61–82.
  • Lee, J., Redman, M., Goodman, M. & Bauer, M. (2007). Enhance: Noncognitive assessments for K-12. Presentation in annual conference of the National Council of Measurement in Education, Chicago, IL.
  • Liew, J., McTigue, E., Barrois, L. & Hughes, J. (2008). Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders. Early Childhood Research Quarterly, 23(4), 515–526. https://doi.org/10.106/j.ecresq.2008.07.003.
  • Lindqvist, E. & Vestman, R. (2011). The Labor Market Returns to Cognitive and Noncognitive Ability: Evidence from the Swedish Enlistment. American Economic Journal -Applied Economics, 3(1), 101–128. https://doi.org/10.1257/app.3.1.101.
  • Lin, S. H. (2020). The relationship between initiative personality, study initiative and academic performance of high school students. Mental Health Education Primary Second, 18, 15–21.
  • Liu, O. L., Rijmen, F., MacCann, C. & Roberts, R. D. (2009). The Assessment of time Managamenet in Middle-School Students. Personality and Individual Differences, 47 (3), 174-179. http://dx.doi.org/10.1016/j.paid.2009.02.018.
  • Lipnevich, A., MacCann, C. & Roberts, R. (2013). Assessing Non-Cognitive Constructs in Education: A Review of Traditional and Innovative Approaches. Oxford Handbooks Online.
  • Malecki, C. K. & Elliot, S. N. (2002). Children's social behaviors as predictors of academic achievement: A longitudinal analysis. School Psychology Quarterly, 17(1), 1–23. https://doi.org/10.1521/scpq.17.1.1.19902.
  • Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity. School Psychology International, 34(5), 488-500.
  • Meier, D. & Wood, G. H. (2004). Many children left behind: How the No Child Left Behind Act is damaging our children and our schools. Beacon Press.
  • Metz, A., Hu, Q., Kelly, A. R., Fox, A. R., Shirley, D. & Shirley, L. (2015). Non-Cognitive Assessment in Higher Education: Social Desirability and the Prediction of College Outcomes. Journal of College Orientation, Transition, and Retention, 22(2), 5-22. https://doi.org/10.24926/jcotr.v22i2.2888.
  • McCrae, R. R. & John, O. P. (1992). An introduction to the five-factor model and its applications. Journal of Personality, 60(2), 175–215. https://doi.org/10.1111/j.1467-6494.1992.tb00970.x.
  • McGue, M., Willoughby, E. A., Rustichini, A., Johnson, W., Iacono, W. G. & Lee, J. J. (2020). The contribution of cognitive and noncognitive skills to intergenerational social mobility. Psychological Science, 31(7), 835-847. https://doi.org/10.1177/0956797620924677.
  • Murnane, R. J. (2007). Improving the education of children living in poverty. Future of Children, 17(2), 161-182.
  • Nota, L., Soresi, S. & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198–215.
  • Oyserman, D., Terry, K. & Bybee, D. (2002). A possible selves intervention to enhance school involvement. Journal of Adolescence, 25(3), 313-326. https://doi.org/10.1006/jado.2002.0474.
  • Orkun, A. M., & Bayırlı, A. (2019). Öğrenme Stratejileri ve Öğretim. Uluslararası Sosyal ve Beşeri Bilimler Dergisi, 2(1), 64-74.
  • Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In J. Boekarts, P. Pintrich and M. Zeidner (eds) Handbook of Self-Regulation Burlington, MA: Elsevier Academic Press.
  • Prince-Embury, S. (2008). The resiliency scales for children and adolescents, psychological symptoms, and clinical status in adolescents. Canadian Journal of School Psychology, 23(1), 41-56.
  • Reeve, J. & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.209.
  • Reeves, R. V., Venator, J. & Howard, K. (2014). The character factor: Measures and impact of drive and prudence. Washington, DC: Brookings.
  • Richardson, M., Abraham, C. & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838.
  • Roberts, B. W., Walton, K. E. & Viechtbauer, W. (2006). Patterns of mean-level change in personality traits across the life course: A meta-analysis of longitudinal studies. Psychological Bulletin, 132(1), 1–25. https://doi.org/10.1037/0033-2909.132.1.1.
  • Rosen, J. A., Glennie, E. J., Dalton, B. W., Lennon, J. M. & Bozick, R. N. (2010). Noncognitive skills in the classroom: New perspectives on educational research. Research Triangle Park, NC: Research Triangle Institute.
  • Ross, M. R., Powell, S. R. & Elias, M. (2002). New roles for school psychologists: Addressing the social and emotional learning needs of students. School Psychology Review, 31(1), 43–52.
  • Sacker, A. & Schoon, I. (2007). Educational resilience in later life: Resources and assets in adolescence and return to education after leaving school at age 16. Social Science Research, 36(3), 873-896. https://doi.org/10.1016/j.ssresearch.2006.06.002.
  • Samancı, O. & Uçan, Z. (2017). Çocuklarda Sosyal Beceri Eğitimi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(1), 281-288.
  • Sedlacek, W. E. (2011). Using noncognitive variables in assessing readiness for higher education. Readings on Equal Education, 25, 187–205.
  • Seligman, M.E.P., Ernst, R.M., Gillham, J., Reivich, K. & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311.
  • Semple, R. J., Lee, J., Rosa, D. & Miller, L. F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: Promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19(2), 218-229.
  • Shi, Y. & Qu, S. (2021). Cognition and Academic Performance: Mediating Role of Personality Characteristics and Psychology Health. Frontier in Psychology, 712(77), 45-48. https://doi.org/10.3389/fpsyg.2021.774548.
  • Skopek, J. & Passaretta, G. (2021). Socioeconomic inequality in children’s achievement from infancy to adolescence: The case of Germany. Social Forces,100(1), 86-112. https://doi.org/10.1093/sf/soaa093
  • Smithers, L. G., Sawyer, A., Chittleborough, C. R., Davies, N. M., Davey Smith, G. & Lynch, J. W. (2018). A systematic review and meta-analysis of effects of early life non-cognitive skills on academic, psychosocial, cognitive and health outcomes. Nature Human Behavior, 2(11), 867–880. https://doi.org/10.1038/s41562-018-0461-x.
  • Sommerfeld, A. (2011). Recasting non-cognitive factors in college readiness as what they truly are: Non-academic factors. Journal of College Admission, 213, 18-22. Retrieved from www.nacacnet.org.
  • Somuncuoğlu, Y. & Yıldırım, A. (1998). Öğrenme stratejileri: Teorik boyutları, araştırma bulguları ve uygulama için ortaya koyduğu sonuçlar. Eğitim ve Bilim, 22(110), 31- 39.
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  • Swing, R. & Skipper, T. (2007). Achieving student success in the first year of college. (pp. 369- 391). San Francisco, CA: Jossey-Bass.
  • Thomas, L. L., Kuncel, N. R. & Crede, M. (2007). Noncognitive variables in college admissions: The case of the non-cognitive questionnaire. Educational and Psychological Measurement, 67(4), 635-657.
  • Van Tonder, G. P., Kloppers, M. M. & Grosser, M. M. (2022). Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education. Frontiers in Psychology, 12, 789194. https://doi.org/10.3389/fpsyg.2021.789194.
  • Yaşar, Ş. & Belet, S. D. (2007). Öğrenme stratejilerinin okuduğunu anlama ve yazma becerileri ile türkçe dersine ilişkin tutumlara etkisi. Eğitimde Kuram ve Uygulama Dergisi, 3 (1), 69-86.
  • Yeager, D.S. & Dweck, C.S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.
  • Yılmaz, A. H. (2016). Bir Derleme: Benlik Kavramına İlişkin Bazı Yaklaşımlar ve Tanımlamalar. Sosyal Bilimler Dergisi, 48,79-89.
  • Yiğit, R. & Yılmaz, H. (2011). İlköğretim II. kademe öğrencilerinin sosyal beceri düzeyleri ile benlik saygısı arasındaki ilişkinin incelenmesi. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 31, 335-347.
  • Yüksel, S. & Koşar, E. (2001). Eğitim fakültesi öğrencilerinin ders çalışırken kullandıkları öğrenme stratejileri. Çağdaş Eğitim, 278, 29-36.
  • Wang, L., MacCann, C., Zhuang, X., Liu, O. L. & Roberts, R. D. (2009). Assessing teamwork and collaboration in high school students: A multimethod approach. Canadian Journal of School Psychology, 24, 108–124.
Toplam 85 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Bu Sayıda
Yazarlar

Zekeriya Temircan 0000-0001-6017-3403

Erken Görünüm Tarihi 14 Haziran 2023
Yayımlanma Tarihi 29 Haziran 2023
Kabul Tarihi 10 Kasım 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 25 Sayı: 2

Kaynak Göster

APA Temircan, Z. (2023). Bilişsel Olmayan Beceriler- Eğitim Psikolojisi Araştırmalarında Yeni Bir Bakış Açısı. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(2), 382-392. https://doi.org/10.17556/erziefd.1172003

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