Keywords
Motivation
Emotionality
Learning
Well-being
Higher education
How to Cite
Abstract
There is growing evidence of the importance of non-cognitive skills (NCS) in personal, work, and educational settings. However, little is known about their effects in university scenarios. This study aimed to explore the manifestation and links between various NCS: enhancing emotions, motivation, quality of social relationships, and grit. A non-representative sample of first-year university students (N = 659, age ≥ 18 years) completed an anonymous questionnaire using the scales of interest. We found weak to moderate positive correlations between all NCS considered. Likewise, path analysis revealed that enhancing emotions and motivation are associated with the resources provided by the university, and these variables, in turn, exert indirect negative effects on university instability (intention to drop out of the institution, studies, or change careers) mediated by grit and the quality of relationships, variables that exert an equally negative direct effect on university instability. It is concluded that NCs are relevant in university life. They constitute a part of a virtuous learning ecosystem, and, due to their role in generating well-being and counteracting desistance dynamics at the university, they should be actively promoted and considered as part of the university curriculum.
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