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Noncognitive Development of First Graders and Their Cognitive Performance

Irina Brun, Alina Ivanova (), Elena Kardanova and Ekaterina Orel ()
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Irina Brun: National Research University Higher School of Economics

HSE Working papers from National Research University Higher School of Economics

Abstract: 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)
Pages: 23 pages
Date: 2016
New Economics Papers: this item is included in nep-neu and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

Published in WP BRP Series: Science, Psychology / PSY, January 2016, pages 1-23

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