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ITB academic staff comprising of Dr. Geraldine Gray, Dr. Colm McGuinness & Dr. Philip Owende have contributed an entire chapter (Chapter 10 ) on the evidence from their empirical research studies in the recently published book on importance of non-cognitive skills in education.

In the field of education, researchers firmly believe that non-cognitive skills and factors are equally or even more important than cognitive aspects in the educative process and for employment potentials. When identifying the personal qualities that are required to function well in the 21st century, the role of non-cognitive factors is often highlighted in the discourse. In recent years, increasing attempts have been made to investigate the role of non-cognitive factors in academic success.

Gray, McGuinness and Owende explored fifteen non-cognitive factors of learning related to personality, motivation, self-regulation and learning approach and their relationship with academic performance.

The chapter presents the study that involved 1207 students in a three year period (2010-2012) with the aim of profiling the students during their first year in tertiary education. The study measured personality factor (conscientiousness and openness), motivation (self-efficacy, intrinsic and extrinsic goal orientation), self-regulated learning (metacognitive self-regulation, study effort and study time), learning style (deep, shallow and strategic learner) and preferred channel of learning (visual, auditory, kinesthetic and group work).
The chapter then presented the detail analysis of the data and findings.
This book co-edited by Myint Swe Khine and Shaljan Areepattamannil ( Emirates College for Advanced Education an Abu Dhabi Government higher education institute affiliated with Abu Dhabi Education Council ) attempts to define non-cognitive traits, ways to measure them, impact of non-cognitive factors and how they can affect the positive outcomes in academic achievement, influence in employability, and success in social life.

Non-Cognitive Skills and Factors in Educational Attainment is now available on Sense Publishers website