OVERVIEW OF NON-COGNITIVE FACTORS OF LEARNING

Abstract

The article discusses non-cognitive factors of learning, and how they can seriously affect student performance. Among the considered non-cognitive factors are: growth mindset, belonging and academic persistence and other personal qualities. Possible psychological interventions are described, which help to eliminate the influence of some negative factors. In particular, such as fixed mindset by replacing it with growth mindset. There are two ways in which teachers can solve social problems such as: belonging and stress. As well as helping to address students’ concerns about bias and unfair feedback. It is shown how the fear of students’ mistakes can significantly slow down their development process. And self-regulation skills have a strong positive correlation with learning outcomes. The approach of strengthening students’ sense of purpose by targeting their future image is considered. It is emphasized that psychological interventions will be effective only if they are implemented in ways that can significantly and effectively change the way students think about themselves, their group, their work. In addition, these interventions must be subtle and varied. And teachers should not only observe the group environment and the interactions that occur there, but also consider how these elements are interpreted by students. The most common mistakes that teachers make are highlighted and suggested how to avoid them. It encourages students to persevere because of failures only by offering to try again; psychological interventions as general, universal occupations; overestimation of students’ efforts. It is also noted that the way of thinking does not ensure academic success, so psychological interventions should be integrated with academic to improve both motivation and learning outcomes of students.