Noncognitive
factors shape how people interact and perform in various settings and have
received increased scholarly attention as academicians seek to holistically
serve students pursuing postsecondary educational opportunities. This
literature review aims to 1) better understand the rationale of assessing
students beyond their cognitive skill attainment and 2) explore research
evaluating the role of noncognitive skills in students’ ability to persist in
their educational studies and career skills attainment. Research demonstrates
that exploring social-psychological phenomena, including a sense of belonging,
impostor syndrome, stereotype threat, intersectionality, and mindset, may help
understand students’ experiences.
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