Beyond standardized measures: a mixed-methods pilot study of integrated non-cognitive skills training in German upper secondary students
Sandy Schammler e outros, 2026 · Frontiers in Psychology
A one-day integrated non-cognitive skills training for 11th graders had no statistically significant effect on students' grade point average.
Estimativa · Grade point average, 0-15 scale
0,0500 [-0,220; 0,310]
grade points (0-15 scale)
p = 0.73
- Desenho
- Diferenças em diferenças. Quasi-experimental difference-in-differences linear mixed-effects model
- População
- 11th-grade upper secondary school students in Germany, spring 2025
- Amostra
- 87 · students
Onde está o número
Results > Testing the hypothesized model > Level 4a—Results: academic outcomes (H2); Section 4.2.4 Level 4a—Results: academic outcomes (H2), paragraph 5
The linear mixed-effects model corroborated these findings. The model showed a significant positive effect of time (estimate = 0.26, p = 0.007), whereas the time × group interaction was not significant (estimate = 0.05, 95% CI [−0.22, 0.31], p = 0.73).
Contexto
What changed: A 1-day training covering growth mindset, grit, self-discipline, self-efficacy, and resilience was delivered in six lessons. Comparison: Voluntary participants were compared to non-participating peers in the same school cohort across two terms. Limits: Quasi-experimental convenience sample from a single Gymnasium with self-selection into treatment and limited statistical power.
Caminho no grafo
- FamíliaInformação e persuasão
- TipoCapacitação e aconselhamento
- ResultadoAprendizado (proficiência em testes)
- EixoEducação
MAGI só cita evidência deste instrumento
Lugares do estudo
- Germany · País · DE
- Licença
- CC-BY
- Revisão
- Extraído por máquina, não revisadoExtraído por: gemini-3.8-flash, 2026-10-23