Soft Skills in Higher Education: Importance and Improvement Ratings as a Function of Individual Differences and Academic Performance

Autor/inn/en	Chamorro-Premuzic, Tomas; Arteche, Adriane; Bremner, Andrew J.; Greven, Corina; Furnham, Adrian
Titel	Soft Skills in Higher Education: Importance and Improvement Ratings as a Function of Individual Differences and Academic Performance
Quelle	In: Educational Psychology, 30 (2010) 2, S.221-241 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Academic Achievement; Program Effectiveness; Skill Analysis; Skill Development; Foreign Countries; Personality Traits; Higher Education; Measures (Individuals); Intelligence Tests; Self Evaluation (Individuals); Achievement Rating; Individual Differences; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Hochschulbildung; Hochschulsystem; Hochschulwesen; Messdaten; Intelligence test; Intelligenztest; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Individueller Unterschied; Großbritannien
Abstract	Three UK studies on the relationship between a purpose-built instrument to assess the importance and development of 15 "soft skills" are reported. "Study 1" (N = 444) identified strong latent components underlying these soft skills, such that differences "between-skills" were over-shadowed by differences "between-students". Importance and improving ratings on these skills predicted academic performance and accounted for the effects of personality on academic performance. "Study 2" replicated the structure of the soft skills inventory and associations with academic performance in a larger sample (N = 1309). Examination of mean differences across faculties (humanities, life sciences, hard sciences) revealed higher soft skills ratings in "softer" courses. "Study 3" (N = 87) incorporated an IQ measure, which was found to be negatively related to importance ratings on soft skills. Results highlight the cohesive structure of beliefs concerning various non-academic skills and their significant links to educationally relevant individual differences. Theoretical, methodological and applied implications are considered. (Contains 7 tables, 4 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10