Logo
Logo

Goldsmiths - University of London

Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance

Chamorro-Premuzic, Tomas; Arteche, Adriane; Bremner, Andrew J.; Greven, Corina and Furnham, Adrian. 2010. Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance. Educational Psychology, 30(2), pp. 221-241. ISSN 0144-3410 [Article]

No full text available

Abstract or Description

Three UK studies on the relationship between a purpose-built instrument to assess the importance and development of 15 'soft skills' are reported. Study 1 (N = 444) identified strong latent components underlying these soft skills, such that differences between-skills were over-shadowed by differences between-students. Importance and improving ratings on these skills predicted academic performance and accounted for the effects of personality on academic performance. Study 2 replicated the structure of the soft skills inventory and associations with academic performance in a larger sample (N = 1309). Examination of mean differences across faculties (humanities, life sciences, hard sciences) revealed higher soft skills ratings in 'softer' courses. Study 3 (N = 87) incorporated an IQ measure, which was found to be negatively related to importance ratings on soft skills. Results highlight the cohesive structure of beliefs concerning various non-academic skills and their significant links to educationally relevant individual differences. Theoretical, methodological and applied implications are considered.

Item Type: Article

Identification Number (DOI):

https://doi.org/10.1080/01443410903560278

Departments, Centres and Research Units:

Psychology > InfantLab

Dates:

DateEvent
February 2010Published

Item ID:

4897

Date Deposited:

14 Feb 2011 13:32

Last Modified:

30 Oct 2017 13:01

URI: http://research.gold.ac.uk/id/eprint/4897
Edit Record Edit Record (login required)