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Self-Management Skills and Student Achievement – A Pilot Study

In: ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. Suceava, 2020

Author

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  • Maria Magdalena Stan

    (University of Pitesti, Pitesti, Romania)

Abstract

The adaptation pressure of youths to a labor market with a low predictability degree determines the necessity of developing certain competences which can be easily transferrable and which can ensure the personal and professional success. We have considered non cognitive abilities (attitudes, emotions, behaviours) which proved to be significant predictors of success and mental health (Heckman, 2008) and which contribute significantly to a rise in emotional strength and to a wide range of adaptative strategies imposed by contemporary society (Opre et al., 2018). The speciality literature confirms the importance of non-cognitive abilities in the students’ / pupils’ academic success (Heckman et al., 2006; Heckman, 2008; Deming, 2015; Balica et al., 2016). The predictability degree of diverse non cognitive abilities over academic success is different as most studies do not supply relevant data about abilities such as self-efficacy, growth mindset or social awareness (Claro & Loeb, 2019), while abilities like self-management defined as the ability to regulate one’s emotions, thoughts, and behaviors in different situations (Duckworth & Carlson, 2013) represents a good predictor of academic achievement (Blair & Raver, 2015; Riggs et al., 2016). We consider self-management as being that umbrella construct which refers to abilities such as self-control, self-regulation, self-discipline, will power and self-power (Duckworth & Kern, 2011). Under the circumstances in which students with major risk abandonment participate in specific activities to develop personal, socio-emotional and learning management abilities, our study proposes to examine the variation of self-management abilities of students who participated in these activities and of students who did not participate in the activities and who are not prone to risk abandonment. Also, we wish to investigate if there is a relation between students’ self-management abilities and student achievement.

Suggested Citation

  • Maria Magdalena Stan, 2021. "Self-Management Skills and Student Achievement – A Pilot Study," Book chapters-LUMEN Proceedings, in: Otilia Clipa (ed.), ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. Suceava, 2020, edition 1, volume 16, chapter 34, pages 490-506, Editura Lumen.
  • Handle: RePEc:lum:prchap:16-34
    DOI: https://doi.org/10.18662/lumproc/atee2020/34
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    References listed on IDEAS

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    1. James J. Heckman, 2008. "Schools, Skills, And Synapses," Economic Inquiry, Western Economic Association International, vol. 46(3), pages 289-324, July.
    2. David J. Deming, 2017. "The Growing Importance of Social Skills in the Labor Market," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 132(4), pages 1593-1640.
    3. Robert E. Levasseur, 2013. "People Skills: Developing Soft Skills—A Change Management Perspective," Interfaces, INFORMS, vol. 43(6), pages 566-571, December.
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    More about this item

    Keywords

    soft skills; non-cognitive abilities; self-management; self-efficacy; student achievement;
    All these keywords.

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education

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