Certified staff and teacher perceptions of systematic regular classroom noncognitive factors interventions and their perceived impact on student noncognitive factors growth in one Midwestern elementary school

Abstract

Noncognitive factors, such as persevering, having grit and self-control, using metacognition and setting goals, and exhibiting a growth mindset, are considered intrapersonal characteristics necessary for lifelong success both in and out of school. However, most U.S. elementary schools do not concentrate specifically on developing most noncognitive factors and may spend less time on such development than in the past. This decreased focus simultaneously stems from and has contributed to a lack of understanding of effective practices for growing individual student noncognitive factors in the classroom setting and lower levels of academic achievement. This qualitative case study sought to understand educators' perceptions of the impact of schoolwide and regular classroom noncognitive factors interventions on growing student noncognitive factors over time at one U.S. Midwest elementary school. Through surveys, interviews, and focus groups, teachers and other certified staff members shared their experiences growing these factors. The study produced the overarching theme that this development was a long, steady, cumulative process and also found that noncognitive factors interventions were impactful at growing noncognitive factors, giving students ownership over their growth. Some best practices include having the principals and teachers engage in conversations with students about their noncognitive factors, including scores about noncognitive factors on report cards, schoolwide motivators (e.g., brag tags and student-of-the-month awards). Recommendations to improve programming include creating more child-friendly rubrics with pictures for younger students, training parents and new teachers about the rubric, and further developing the program by extending it to middle school and beyond.Includes bibliographical references