來自 As every teacher knows, they teach not just content but a range of skills students will need to be successful as adults. A recent study shows just how important fostering those skills is: Teachers who help students improve non-cognitive skills such as self-regulation raise their grades and likelihood of graduating from high school more than teachers who help them improve their standardized test scores do.
如同每位老師所知，他們所教授的不只是課程內容，而是讓學生習得作為成年人所需的一系列技能。近期有部分研究指出，培養這些技能的重要性如下:幫助學生加強自我認知等非認知能力的老師，比單純幫助他們提升標準化考試成績的老師，更能提高他們的成績與從高中畢業的可能性。
“Good teachers may affect students much more broadly than through their impact on achievement test scores,” explains the study’s author, C. Kirabo Jackson, an economics professor at Northwestern University.
比起考試成績，一個好的老師更能透過自身的影響力來廣泛地影響學生。該研究的作者，西北大學經濟學教授C. Kirabo Jackson這樣說。
Looking at data on over 570,000 students in North Carolina, Jackson found that ninth-grade teachers who improved their students’ non-cognitive skills—which include motivation and the ability to adapt to new situations, as well as self-regulation—had important impacts on those students: They were more likely to have higher attendance and grades and to graduate than their peers. They were also less likely to be suspended and to be held back a grade.These benefits persisted throughout high school.
查看北卡羅來納州超過570,000名學生的數據，傑克遜發現，提高學生非認知技能的九年級教師對這些學生產生了重要影響，這些技能其中包含了學習動機以及適應新環境的能力等。與同年齡的學生相比，他們更有可能獲得較高的出席率、成績以及畢業的機會。並在高中時，持續擁有這些好處。
The problem, Jackson points out, is that the skills that are valuable for future success aren’t usually measured on tests. And while teachers are often praised for their ability to raise test scores, Jackson’s analysis shows that teachers who improve student behaviors such as attendance yield better long-term outcomes for those students. Jackson found that an increase in measures of students’ non-cognitive skills increased their likelihood of graduating from high school by 1.47 percentage points, compared to 0.12 percentage points for a similar increase in test scores.
但傑克遜指出，問題在於這些對於未來成功有價值的技能，通常無法用測驗來評量。而且教師常常因其提高考試成績的能力而受到稱讚。但傑克遜的分析表明，改善學生行為（如出勤率）的教師可以為這些學生帶來更好的長期成果。傑克遜也發現，學生非認知技能測量值的增加，會使得他們從高中畢業的可能性提高了1.47個百分點，相比之下，測試成績的類似增長只有0.12個百分點。
Coupled with the other long-term outcomes found in the study, this adds to the growing body of research showing the impact of developing students’ non-cognitive skills.
與該研究中發現的其他長期結果互相結合，越來越多的研究都顯示了培養學生非認知技能的影響。
文章來源-understanding teachers long term impact/Edutopia
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