The paper presents three projects carried out to promote students’ non-cognitive skills. The first two, were addressed to secondary school students and teachers. The focus was on personality, psychological capital, motivation to learn, and self-concept. The third project was addressed to primary school teachers. This last project focused on the relationship between classroom assessment, learning outcomes and non-cognitive factors. The first project was carried out over three years and provided the theoretical and methodological foundations of the two subsequent projects, realized during one school year. The scope of the paper is to discuss the main results and essential theoretical and methodological elements that have characterized each initiative. Despite the differences, the three projects share several common elements.
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