New report on self-regulation and social competence

I (like everyone else) am always eager for documents that clearly summarize a large, complex literature. One such literature of urgent interest is the role of self-regulation in academic success. A new working paper from Transforming Education (full disclosure: I’m on their advisory board) does a great job of highlighting the important findings regarding non-cognitive skills, a not-very-precise term originating in economics that refers mostly to self-control and social competence.

The report is targeted at policymakers, but should be of interest to teachers and administrators as well.

The paper is organized around nine “headlines;” these are conclusions that the authors suggest are justified by the research literature. These headlines concern the relationship of non-cognitive skills to academics , careers, and general well-being.

1. Non-cognitive skills predict high school and college completion. 
2. Students with strong non-cognitive skills have greater academic achievement within K-12 schooling and college.
3. Fostering non-cognitive skills as early as preschool has both immediate and long-term impact.
4. Employers value non-cognitive skills and seek employees who have them.
5. Higher non-cognitive skills predict a greater likelihood of being employed.
6. Stronger non-cognitive skills in childhood predict higher adult earning and greater financial stability.
7 Adults with stronger non-cognitive skills are less likely to commit a crime and be incarcerated.
8. Strong non-cognitive skills decrease the likelihood of being a single or unplanned teenage parent.
9. The positive health effects associated with stronger non-cognitive skills include reduced mortality and lower rates of obesity, smoking, substance abuser, and mental health disorders.  

You not only get a brief, readable elaboration of each point, you also get the backing citations.
 
My only quibble is that, were I the author of this report, I would have been a bit more cautious in drawing a causal conclusion about the evidence of success in fostering non-cognitive skills in preschool (conclusion #3 above). It is of course possible that self-control is largely heritable and is changed little by the environment, so it’s important to know that the positive outcomes associated with non-cognitive skills can be promoted by practices in schools. The authors cite a 2014 report by Clancy Blair and Cybele Raver showing success, which is encouraging, but it is, according to Blair & Raver, the first experimental demonstration of.
 
That said, I encourage you download it, read it, and refer to it. It neatly sums up a complex and vital research literature.