Noncognitive Development of First Graders and Their Cognitive Performance
Alina Ivanova (),
Elena Kardanova and
Ekaterina Orel ()
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Irina Brun: National Research University Higher School of Economics
Elena Kardanova: National Research University Higher School of Economics
No WP BRP 57/PSY/2016, HSE Working papers from National Research University Higher School of Economics
It is well known that performance, both cognitive and noncognitive, in primary school is very important for children’s future outcomes. In this study we attempt to classify patterns of cognitive, social, emotional and personal development based on data from first-graders beginning their schooling. We use complex iPIPS (international Performance Indicators in Primary Schools) data – a large-scale assessment of first-year pupils, which includes math and reading tasks along with noncognitive assessment – gathered from 1202 children from the Republic of Tatarstan. We describe 5 clusters of first-year pupils and give background information about family and preschool experience which may influence performance in each cluster.
Keywords: iPIPS; noncognitive development; primary school; first-graders; large-scale assessment, cognitive development (search for similar items in EconPapers)
JEL-codes: Z (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-neu and nep-ure
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Published in WP BRP Series: Science, Psychology / PSY, January 2016, pages 1-23
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Persistent link: https://EconPapers.repec.org/RePEc:hig:wpaper:57psy2016
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