Preschool teachers' experiences teaching coping skills: A qualitative inquiry into non-cognitive skill formation

The study illustrated teaching practices and uncovered contextual conditions pertinent to supporting coping skills and revealed instructional techniques for authentic assessment. Non-cognitive behaviors were distinct from intellect but significantly influenced it, and combined served as predictors of a child's educational success. In addition, the researcher's results indicated that teachers' knowledge and beliefs of non-cognitive skill formation were related to improved cognitive ability; however, instructional strategies and techniques did not mirror instructional delivery. The hypothetical implications for understanding the occurrences developing stronger academic traits produced a new theory for considering coping choices in a situation-specific context that improved achievement with the strengthening of non-cognitive skills of at-risk students.