ABSTRACT
Noncognitive factors such as working well with others, perseverance, and conscientiousness are critical to academic success. They enable individuals to be diligent on homework assignments, to collaborate with classmates, to study independently, and to exhibit other behaviors that appear imperative for academic achievement (Lipnevich, Roberts, & MacCann, 2013). Many educational stakeholders view noncognitive factors, such as leadership, motivation, and determination, as important determinants of success in the academic setting (e.g., Hoover, 2013). Empirical research supports this view. For example, a recent meta-analysis showed that noncognitive factors, such as conscientiousness, can predict academic achievement almost as strongly as can cognitive ability (Poropat, 2009).
