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- W4386097626 abstract "What makes a student successful, especially in higher education, has always been an interesting topic for scholars and practitioners. Cognitive, e.g., study-related factors (achievement emotions, self-regulated learning strategies, motivational beliefs, and study resilience), and noncognitive factors, e.g., soft skills (epistemic curiosity, creativity, critical thinking, perseverance, and social awareness) contribute to student’s learning outcomes and psychological conditions. By studying 606 Italian university students, Casali & Meneghetti [1] discovered that study-related factors mediated the association between soft skills and academic achievement, while only achievement emotions and study resilience emerged as significant mediators between soft skills and general distress. Due to several contributing factors, it is indicated that there is a complex relation between individual factors and learning outcomes. Casali & Meneghetti [1] used the combination of three conceptual models for developing this study framework. The World Economic Forum (WEF) model on personal qualities needed by XXI century students [2], the integrated model of self-regulated learning (SRL) [3], and the broaden-and-build hypothesis [4] were involved in conceptualizing this study. Interestingly, the use of mindsponge theory for bridging all three models makes it integrative in explaining the association of studied variables. Mindsponge theory refers human mind’s to an information-processing system to explain human behaviour [5]. This conceptualization analogizes the mind to an information-processing sponge, dynamically absorbing or releasing external information based on subjective cost-benefit judgments. The absorbed information then becomes integrated into the mindset’s core belief system and changes how future information is processed. In this study, Casali & Meneghetti [1] described that more successful students are those endowed with higher soft skills, interacting with more positive achievement emotions, better SRL strategies, more functional motivational beliefs, and higher study resilience. By embedding soft skills into their core belief system, university students may gain positive learning outcomes and make them feel and perform better." @default.
- W4386097626 created "2023-08-24" @default.
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- W4386097626 date "2023-08-23" @default.
- W4386097626 modified "2023-09-26" @default.
- W4386097626 title "The Usage of Mindsponge Theory for Explaining The Association between Soft Skills and Study-related Factors with Academic Achievement and General Distress in University Students" @default.
- W4386097626 doi "https://doi.org/10.31219/osf.io/tzw5y" @default.
- W4386097626 hasPublicationYear "2023" @default.
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