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Garen Avanesian1, Marina Borovskaya1, Viсtoria Ryzhova1, Vladimir Kirik1, Valeria Egorova1, Alexander Bermous1
  • 1 Southern Federal University, 105/42 Bolshaya Sadovaya Str., 344006 Rostov-on-Don, Russian Federation

Can We Improve Learning Outcomes of Schoolchildren from the Poorest Families by Investing into Their Non-Cognitive Skills? Causal Analysis Using Propensity Score Matching

2022. No. 1. P. 13–53 [issue contents]
Garen A. Avanesian, PhD in Sociology, Leading Researcher, Department of Psychology and Educational Sciences, Southern Federal University. E-mail: avanesian@sfedu.ru (corresponding author) 

Marina A. Borovskaya, Doctor of Economics, Professor, President of Southern Federal University. E-mail: bma@sfedu.ru 

Viсtoria S. Ryzhova, Junior Researcher, Department of Psychology and Educational Sciences, Southern Federal University. E-mail: vryzhova@sfedu.ru 

Vladimir S. Kirik, PhD in Sociology, Head of Department of Psychology and Educational Sciences, Southern Federal University. E-mail: vakirik@sfedu.ru 

Valeria A. Egorova, Junior Researcher, Department of Psychology and Educational Sciences, Southern Federal University. E-mail: veremeeva@sfedu.ru 

Alexander G. Bermous, Doctor of Pedagogy, Professor, Department of Psychology and Educational Sciences, Southern Federal University. E-mail: bermous@sfedu.ru 

Address: 105/42 Bolshaya Sadovaya Str., 344006 Rostov-on-Don, Russian Federation. 

The research aims to discover how non-cognitive skills influence students' academic achievement. The particular emphasis was put on how non-cognitive skills influence academic achievement in students from families with low socio-economic status. The study uses the data of the Programme for International Student Assessment (PISA) collected in Russia in 2018. The PISA-2018 provides nationally representative data that contains information from more than 7000 students in the 9th grade in Russia. For data analysis, propensity score matching was used as one of the causal analysis methods used in econometrics. The study results reveal that the development of such non-cognitive skills as growth mindset, self-efficacy, and grit lowers students’ probability to become low achievers. The effect is particularly strong for the students from the poorest families. In conclusion, the authors suggest recommendations for educational policy on the inclusion of socio-emotional learning programs in educational standards of school education.
Citation: Avanesian G.A., Borovskaya M.A., Ryzhova V.S., Kirik V.A., Egorova V.A., Bermous A.G. (2022) Mozhno li uluchshit’ uspevaemost’ shkol’nikov iz bedneyshikh semey, investiruya v ikh nekognitivnye navyki? Kauzal’ny analiz metodom sopostavleniya mer sklonnosti [Can We Improve Learning Outcomes of Schoolchildren from the Poorest Families by Investing into Their Non-Cognitive Skills? Causal Analysis Using Propensity Score Matching]. Voprosy obrazovaniya / Educational Studies Moscow, no1, pp. 13–53. https://doi.org/10.17323/1814-9545-2022-1-13-53
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