Paul Tough, author of the book How Children Succeed: Grit, Curiosity, and the Hidden Power of
Character, was a guest on the “Back to School” edition of the radio show
“This American Life.” The discussion
centered on the concept of what kids should be learning in school. Schools focus on cognitive development and
Tough suggested that learning is more than cognitive development and recommends
that schools teach non-cognitive skills.
What are non-cognitive skills and how are they
beneficial in helping people succeed in life?
Tough defines non-cognitive skills as soft skills, social skills, or
personality (character) traits. Through
various research studies, non-cognitive skills have proven to assist people in
a variety of ways that result in success.
The skills of self-control, self-regulation, conscientiousness, delayed
gratification, and controlling temper are necessary for a learner to be able to
experience cognitive development. The
good news is non-cognitive skills can be taught and shaped even after the
formative childhood years.
When children grow up in an environment with adverse
conditions, this effects the way the brain develops due to the continuous
stress that is experienced by the individual.
If the parent and child develop an attachment relationship, this may modify
and combat the negative effects of the stressful environment. The research suggest several methods
and interventions that have proven to be successful in assisting with
non-cognitive development. The skills of
the parents play a key role and by the parent(s) and child developing
attachment, confidence, and connection this will assist in combating how the
negative effects of the child’s environment affects the developing brain. Another
intervention is for adolescents to receive training (coaching) in how to
develop non-cognitive skills.
Tough’s view of the development of non-cognitive
skills fits directly into the social cognitive theoretical framework. I think James and Pajares would support
Tough’s view of the need to develop non-cognitive skills. Pajares (2005)
explains, “in school, teachers work to improve the competence and confidence of
the students in their charge. They can
accomplish this by working to improve their students’ emotional states and to
correct their faulty self-beliefs and habits of thinking (personal factors),
improve students’ academic skills and self-regulatory practices (behavior), and
alter the school and classroom structures that may work to undermine student
success (environmental factors)” (pp. 340-341). This idea of teaching the learner non-cognitive
skills is supported by James (1899/2001), “you should regard your professional
task as if it consisted chiefly and essentially in training the pupil to
behavior; taking behavior, not in the narrow sense of his manners, but in the
very widest possible sense, as including every possible sort of fit reaction to
the circumstances into which he may find himself brought by the vicissitudes of
life” (pp. 13-14).
Vygotsky’s social constructivism theory and Bandura’
social cognitive theory have complementary components. They both agree on the social nature of
learning, and the effects that people (who serve as models) in the environment
have on the learner and the process of learning. I think Bandura’s social cognitive theory is
the closest theory that aligns with the views of Tough. “In addition to promoting cognitive and
behavioral competencies, modeling influences were shown to alter motivation,
create and modify emotional proclivities, serve as social prompts that
activate, channel, and support given styles of behavior, and shape images of
reality” (Bandura, 2011, p. 2).
According to Tough, failure in learning occurs when
teachers and parents do not actively teach non-cognitive skills. Social skills, soft skills, and personality
traits are necessary skills that affect the success level of an individual. “The ‘nature,’ the ‘character,’ of an
individual means really nothing but the habitual form of his associations. To break up bad associations or wrong ones,
to build others in, to guide the associative tendencies into the most fruitful
channels, is the educator’s principal task” (James, 1899/2001, p. 42). I think James and Tough would agree that
success is dependent on the character development of the individual, and that
is part of the learning process that is necessary for someone to reach their
fullest potential. Skinner (1984) would
advocate that the failure of American education is due to unclear learning
goals, expectations for students to learn at the same rate, lack of utilization
of “teaching machines,” and schools of education failure to teach what teachers
need to know.
Tough would promote that the ingredients for success
are teaching the non-cognitive skills (social skills, soft skills,
personality/character traits). These
skills can be taught and thus reduce inequality by making individuals more
equipped for success. Pajares (2005)
supports the teaching of non-cognitive skills by stating, “in this social
cognitive perspective, individuals are viewed as self-organizing, proactive,
self-reflecting, and self-regulating rather than as reactive organisms shaped
by environmental forces or driven by concealed inner impulses” (p. 340).
Questions:
How is success defined? Is the definition different for each person
based on their background, experiences, culture, and society?
Cognitive skills are measured using standardized
test. How are non-cognitive skills
measured?
What role does social class play in determining an
individual’s self-efficacy skills? Is
this an issue that should concern teachers?
Are there differences when applying the social
cognitive theory to the adult learner versus the adolescent learner?
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