ABSTRACT
A consensus has been achieved that noncognitive skills are critical for students’ development and that these skills can be obtained by intervention or education. People no longer question the importance and malleability of noncognitive skills, but the connotation and how to measure them are left to be addressed. This chapter starts this exploration, including a literature review of noncognitive skills’ concepts and measurements, constructing a framework for measuring the noncognitive skills of China’s students, and investigation of students’ noncognitive skills performance in China.
