#9968. The (Unequal) Interplay Between Cognitive and Noncognitive Skills in Early Educational Attainment

August 2026publication date
Proposal available till 25-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Cultural Studies;
Social Sciences (all);
Sociology and Political Science;
Education;
Social Psychology;
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Abstract:
Cognitive and noncognitive skills are key indicators of educational success and merit. However, even when accounting for inequalities in skill formation by family socioeconomic status (SES), a wide SES-gap in college enrolment remains. According to the compensatory advantage hypothesis, SES-gaps in educational transitions are largest among cognitively weak students, but little is known on mechanisms. It has long been argued that noncognitive traits such as effort and motivation might be at least as important as cognitive skills over the status-attainment process, and these skills might interact by being complements or substitutes. Thus, I test whether advantaged students substitute low cognitive skills in test scores by high returns to conscientiousness—rated by teachers— in the transition to academic secondary schools.
Keywords:
cognitive skills; conscientiousness; educational inequality; noncognitive skills; socioeconomic status

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