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Implicit Broken Structure

The Multidimensionality of Non-Cognitive Factors in Higher Education

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Non-cognitive Skills and Factors in Educational Attainment

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Abstract

Educational policy in the United States has long been based on a system that values cognitive skills (i.e., memory and analytic abilities) in assessing and determining intelligence, while at the same time devaluing those individuals with other talents such as creative and practical noncognitive abilities (Sternberg, 2010).

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Author information

Authors and Affiliations

  1. University of Phoenix, USA

    Danny Moiré Thom

  2. John Jay College of Criminal Justice, USA

    Marni Finkelstein

Authors
  1. Danny Moiré Thom
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  2. Marni Finkelstein
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Editor information

Editors and Affiliations

  1. Emirates College for Advanced Education, United Arab Emirates, Saudi Arabia

    Myint Swe Khine

  2. Emirates College for Advanced Education, United Arab Emirates, Saudi Arabia

    Shaljan Areepattamannil

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© 2016 Sense Publishers

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Thom, D.M., Finkelstein, M. (2016). Implicit Broken Structure. In: Khine, M.S., Areepattamannil, S. (eds) Non-cognitive Skills and Factors in Educational Attainment. Contemporary Approaches to Research in learning Innovations. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-591-3_13

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  • DOI: https://doi.org/10.1007/978-94-6300-591-3_13

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-591-3

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