The essay sets out from the commonsense perception thatsolid mastery of soft skills – such as strategic competences – isassociated with success in education, the workplace, and life moregenerally. Nevertheless, empirical research suggests that strategiccompetences and learning outcomes are only moderately correlated.Hypothesizing that the findings of past studies may have depended,at least in part, on data analysis techniques that assumed a linearrelationship between the two groups of variables, the authors of thischapter investigated the association between differing degrees of selfperceivedstrategic competence and different levels of academicperformance. A dataset obtained by administering a readingcomprehension test, a maths test, and the QSA (Pellerey, 1996) to1,012 students at seven upper secondary schools was subjected tocluster analysis, leading to the identification of four groups: studentswho were likely to have special educational needs, students with poormotivation and a low level of school well-being, students who likelyneed to further develop certain cognitive strategic competences, andstudents with a medium-high “scholastic disposition”. Theseoutcomes can usefully inform the individualization of both schoolprograms and the ad hoc fostering of strategic competences.
Strategic Competences and Academic Success. Linearity and Profiles
BONAZZA V;GIACOMANTONIO A
2023-01-01
Abstract
The essay sets out from the commonsense perception thatsolid mastery of soft skills – such as strategic competences – isassociated with success in education, the workplace, and life moregenerally. Nevertheless, empirical research suggests that strategiccompetences and learning outcomes are only moderately correlated.Hypothesizing that the findings of past studies may have depended,at least in part, on data analysis techniques that assumed a linearrelationship between the two groups of variables, the authors of thischapter investigated the association between differing degrees of selfperceivedstrategic competence and different levels of academicperformance. A dataset obtained by administering a readingcomprehension test, a maths test, and the QSA (Pellerey, 1996) to1,012 students at seven upper secondary schools was subjected tocluster analysis, leading to the identification of four groups: studentswho were likely to have special educational needs, students with poormotivation and a low level of school well-being, students who likelyneed to further develop certain cognitive strategic competences, andstudents with a medium-high “scholastic disposition”. Theseoutcomes can usefully inform the individualization of both schoolprograms and the ad hoc fostering of strategic competences.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
