Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance
Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance
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DOI：
10.1080/01443410903560278
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发表时间：
2010-01-01
影响因子：
3.2
通讯作者：
Furnham, Adrian
中科院分区：
文献类型：
--
作者：
Chamorro-Premuzic, Tomas;Arteche, Adriane;Furnham, Adrian
三个英国的研究报告之间的关系，一个专门建立的工具，以评估的重要性和发展的15个“软技能”。研究1（N = 444）确定了强大的潜在组件，这些软技能，使技能之间的差异被掩盖的学生之间的差异。这些技能的重要性和提高评级预测学业成绩，并解释了个性对学业成绩的影响。研究2复制了软技能清单的结构，并在更大的样本（N = 1309）与学习成绩的关联。跨院系（人文，生命科学，硬科学）的平均差异的检查显示较高的软技能评级在“软”课程。研究3（N = 87）纳入了智商的措施，这被发现是负相关的软技能的重要性评级。结果突出了有关各种非学术技能和教育相关的个体差异的显着联系的信念的凝聚力结构。被认为是理论，方法和应用的影响。
Three UK studies on the relationship between a purpose-built instrument to assess the importance and development of 15 'soft skills' are reported. Study 1 (N = 444) identified strong latent components underlying these soft skills, such that differences between-skills were over-shadowed by differences between-students. Importance and improving ratings on these skills predicted academic performance and accounted for the effects of personality on academic performance. Study 2 replicated the structure of the soft skills inventory and associations with academic performance in a larger sample (N = 1309). Examination of mean differences across faculties (humanities, life sciences, hard sciences) revealed higher soft skills ratings in 'softer' courses. Study 3 (N = 87) incorporated an IQ measure, which was found to be negatively related to importance ratings on soft skills. Results highlight the cohesive structure of beliefs concerning various non-academic skills and their significant links to educationally relevant individual differences. Theoretical, methodological and applied implications are considered.