Soft / Non-cognitive skills – Page 8 – INVALSI Servizio Statistico

Argomento: Soft / Non-cognitive skills
Page 8 of 9

Scoping Review

Anno 2013

Social interactions at school

Marco Tonello (2013)

Dissertation
Inferential
Population data
Grade 5 Grade 6 Grade 7 Grade 8
Soft / Non-cognitive skills

Scoping Review

Anno 2012

Public governance and school performance

Angelo Paletta (2012)

Journal Paper
Inferential
Sub-section of the population data
Grade 4 Grade 8
Class / School segregation Family background Gender Geographical areas Hard / Cognitive skills - Maths Hard / Cognitive skills - Science Implicit drop-out Inequalities Learning improvement Migrant background School management Soft / Non-cognitive skills

Scoping Review

Anno 2011

Is there a relationship between openness in classroom discussion and students’ knowledge in civic and citizenship education?

Fabio Alivernini e Sara Manganelli (2011)

Journal Paper
Inferential
Sample data
Grade 8
Soft / Non-cognitive skills

Scoping Review

Anno 2011

Psychometric properties and construct validity of a scale measuring self-regulated learning: evidence from the Italian PIRLS data

Fabio Alivernini, Fabio Lucidi e Sara Manganelli (2011)

Journal Paper
Inferential
International survey data
Grade 4
Soft / Non-cognitive skills

Scoping Review

Anno 2016

Uno studio sugli studenti top performer attraverso le prove INVALSI 2015

Paolo Barabanti e Valeria F. Tortora (2016)

Working Paper
Descriptive
Sub-section of the population data
Grade 10 Grade 5
Family background Gender Geographical areas Hard / Cognitive skills - Maths Hard / Cognitive skills - Reading Inequalities Migrant background Regular school trajectory Soft / Non-cognitive skills Top performing students

Scoping Review

Anno 2023

Studenti con bisogni educativi speciali e senso di appartenenza a scuola in TIMSS 2019

Francesco Annunziata, Elisa Caponera e Laura Palmerio (2023)

Working Paper
Inferential
International survey data
Grade 4
Class / School segregation Soft / Non-cognitive skills

Scoping Review

Anno 2014

Motivazioni e percezioni degli studenti italiani: validità delle misure disponibili e relazioni con gli apprendimenti

Fabio Alivernini e Paolo Sestito (2014)

Working Paper
Inferential
Sample data
Grade 10 Grade 5 Grade 6
Learning improvement Soft / Non-cognitive skills

Scoping Review

Anno 2020

La dispersione scolastica: uno studio su alcuni indicatori di rischio nella scuola secondaria di I grado

Giuseppina Le Rose e Chiara Sacco (2020)

Working Paper
Inferential
Population data
Grade 8
Family background Implicit drop-out Soft / Non-cognitive skills

Scoping Review

Anno 2020

Estimation of test-taking effort on INVALSI computer-based tests

Chiara Sacco (2020)

Working Paper
Inferential
Population data
Grade 8
Hard / Cognitive skills - Maths Implicit drop-out Soft / Non-cognitive skills Underachieving

Scoping Review

Anno 2011

Democratic climate in classroom, does it make any difference?

Fabio Alivernini, Sara Manganelli e Ines Di Leo (2011)

Working Paper
Inferential
International survey data
Grade 8
Family background Gender Migrant background Soft / Non-cognitive skills

INVALSI Statistical Department

INVALSI Statistical Department

Argomento: Soft / Non-cognitive skills
Page 8 of 9

Social interactions at school

Public governance and school performance

Is there a relationship between openness in classroom discussion and students’ knowledge in civic and citizenship education?

Psychometric properties and construct validity of a scale measuring self-regulated learning: evidence from the Italian PIRLS data

Uno studio sugli studenti top performer attraverso le prove INVALSI 2015

Studenti con bisogni educativi speciali e senso di appartenenza a scuola in TIMSS 2019

Motivazioni e percezioni degli studenti italiani: validità delle misure disponibili e relazioni con gli apprendimenti

La dispersione scolastica: uno studio su alcuni indicatori di rischio nella scuola secondaria di I grado

Estimation of test-taking effort on INVALSI computer-based tests

Democratic climate in classroom, does it make any difference?

Argomento: Soft / Non-cognitive skills Page 8 of 9

Argomento: Soft / Non-cognitive skills
Page 8 of 9