Project number: K143415
There is growing international evidence on the role that cognitive and non-cognitive skills play in school success. However, little is known about this role in Hungary. Moreover, while the measurement of cognitive skills (intelligence) is well established, there are various approaches to measuring non-cognitive skills. This is unsurprising, as the understanding of non-cognitive is also debated (anything that is not cognitive is non-cognitive). For instance, psychologists understand and measure non-cognitive skills differently from economists. Using a wide variety of so far unavailable unique datasets, this research aims to provide new evidence on the role of non-cognitive skills in Hungarian school and labour market success while contrasting three different approaches to understanding non-cognitive skills.
