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Download full textKuh, George D.; Gambino, Laura M.; Bresciani Ludvik, Marilee; O'Donnell, Ken – National Institute for Learning Outcomes Assessment, 2018
There is growing awareness of the importance of dispositional attributes to effective performance, both during college and in the workplace. In this paper, we examine multiple facets of dispositional learning such as fluid intelligence and interpersonal and intrapersonal competencies, and explain why participation in well-designed high-impact…
Descriptors: Portfolios (Background Materials), Electronic Publishing, Educational Practices, Cognitive Style
Direct linkDemetriou, Andreas; Christou, Constantinos – UNESCO International Bureau of Education, 2015
Information flows continuously in the environment. As we attempt to do something, our senses receive large volumes of information. In any conversation, messages are exchanged rapidly. To understand meaning, we have to focus, record, choose and process relevant information at every moment, before it is displaced by other information. Often,…
Descriptors: Intellectual Development, Individual Differences, Intelligence, Inferences
Peer reviewedMendaglio, Sal – Journal for the Education of the Gifted, 2012
There has been an increase in publications of quantitative research studies investigating overexcitabilities (OEs) and giftedness. On one hand, increased interest in OEs bodes well for the dissemination of Dabrowski's theory of positive disintegration (TPD), from which OEs are derived. On the other hand, recent research raises concerns regarding…
Descriptors: Academically Gifted, Research Methodology, Self Control, Questionnaires
Dweck, Carol S.; Walton, Gregory M.; Cohen, Geoffrey L. – Bill & Melinda Gates Foundation, 2014
In a nationwide survey of high school dropouts conducted in 2006, 69 percent said that school had not motivated or inspired them to work hard. The majority of educational reforms have focused on curriculum and pedagogy--what material is taught and how it is taught. However, psychological factors--often called motivational or non-cognitive…
Descriptors: Student Attitudes, Beliefs, Student Motivation, Academic Persistence
Shamosh, Noah A.; Gray, Jeremy R. – Intelligence, 2008
Delay discounting (DD), the tendency to prefer smaller, sooner rewards to larger, later ones, is an important indicator of self-control. Assessments of DD superficially require individuals to make choices based on motivational processes. However, several lines of evidence suggest that DD may be systematically related to cognitive ability. We…
Descriptors: Intelligence, Meta Analysis, Effect Size, Rewards
Bureau of Education, Department of the Interior, 1920
In April, 1919, at the request of the Board of Education of Memphis, Tennessee, the United States Commissioner of Education submitted the conditions on which the Bureau of Education would make a survey of the public school system of that city. This study of the Memphis schools is intended to be a study of policies and practices; not of persons.…
Descriptors: Elementary School Teachers, School Administration, Elementary Schools, Public Schools
