![]() ![]() The Vocational Preparation subscale measures a student’s active search for information about post-secondary programs.The Vocational Confidence subscale measures the relationship between self-knowledge and career plan or post-secondary program choices.These aspects span: Vocational Confidence, Vocational Preparation, Vocational Aspirations and Vocational Satisfaction, which are the four subscales of the VRS: This scale assesses many of the factors that can help a student make decisions about their future that align with their personality, attitudes, interests and values. André Samson from the University of Ottawa developed the Vocational Readiness Scale (VRS) to measure the non-cognitive factors that help to build academic mindsets. The concept of vocational readiness includes all of the aspects necessary to make a realistic post-secondary program choice. In other words, it would be difficult to develop a strong academic mindset without having a strong level of vocational readiness. This knowledge will guide their choice of a post-secondary program that most strongly aligns with their personality. Vocational readiness, or the degree to which a student is ready to make a post-secondary program choice and be engaged in the transition to post-secondary studies, is an aspect of academic mindsets, as it helps students to develop a clear view or knowledge of themselves. Delving into academic mindsetsĪcademic mindsets, which includes vocational readiness, can also provide indicators as to how well a student is likely to transition into higher education. A student’s level of social skills can predict how likely they are to integrate socially and develop an institutional sense of belonging, which is itself a strong predictor of academic success. Social skills : Socially acceptable learned behaviours that enable a person to interact effectively with others and avoid potentially unacceptable responses.įor example, a student with strong social skills may find it easier to adapt to a new environment such as a post-secondary institution.Learning strategies: Psychological processes that constitute a group of learner-directed strategies, processes and “study skills” that contribute to academic performance.Academic mindsets: Attitudes or beliefs that a student may hold about oneself in relation to their academic work.Academic perseverance: The quality of student engagement in success-oriented academic behaviors and attitudes.Academic behaviours: Behaviours that are commonly associated with being “a good student” such as attending class, arriving ready for work, paying attention and completing work.Non-cognitive factors can be divided into five different categories: Non-cognitive factors have shown promise in determining how well a student prepares, adapts and succeeds in the transition from high school to post-secondary. Although certainly important in helping to forecast students’ academic abilities and eventual success, research into other factors that are different in nature – namely non-cognitive ones –are gaining traction. As such, students are gauged by how well they perform in testing, or the level of detail and analysis they can provide in their assignments. Indeed, measures of perseverance and success have often been attributed mainly to cognitive factors such as intelligence and academic abilities. When it comes to traditional measures of success in school, some of the common yardsticks that are used include things like aptitude and IQ tests. ![]()
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