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The Effect of Soft Skills on Academic Outcomes

  • Shao-Hsun Keng ORCID logo EMAIL logo
Veröffentlicht/Copyright: 24. Oktober 2023
The B.E. Journal of Economic Analysis & Policy
Aus der Zeitschrift The B.E. Journal of Economic Analysis & Policy Band 24 Heft 1

Abstract

This paper uses administrative data and a soft skill index integrating seven personality traits to examine the relationship between soft skills and academic outcomes. I exploit the timing of soft skill assessment and study the interaction between soft and cognitive skills in education production. The results show that soft skills are positively associated with academic outcomes. Soft and cognitive skills are both substitutes and complements in education production. The complementarity between both skills is asymmetric. Soft skills and returns to cognitive skills exhibit a U-shaped relationship, while returns to soft skills fail to show such a relationship with cognitive skills. Time-use data suggest that soft skills may have a causal effect on academic achievements, and increased study time is a mechanism through which soft skills affect these outcomes. Soft skills can reduce inequality in academic outcomes due to differences in cognitive ability. Investment in non-cognitive skills can be quite rewarding.

Keywords: academic outcomes; soft skills; complementarity; study time; education production
JEL Classification Codes: I21; I23; I26; J08; J23; J24
Corresponding author: Shao-Hsun Keng, Department of Applied Economics, National University of Kaohsiung, 700, Kaohsiung University Road, Kaohsiung, Taiwan, E-mail:

Acknowledgments

I want to express my gratitude to the Office of Institutional Research at the National University of Kaohsiung for providing the data. The generous financial support from the National Science Council is deeply appreciated (MOST-108-2410-H-390-002). I am also grateful for the constructive comments from two anonymous reviewers. The views expressed herein are those of the author and do not necessarily reflect the viewpoints of the Office of Institutional Research at the National University of Kaohsiung.

Appendix A: Sample Attrition Analysis

Although the response rates of the UCAN assessment exceed 90 %, the estimates can be biased if attrition from the survey is nonrandom. To check for nonrandom attrition, I compare the pre-college characteristics and college admission channels between students who took the UCAN assessment and those who did not. Table A1 reports the means of pre-college variables and the statistical tests for the differences in characteristics between the two groups. The results fail to find any systematic difference in pre-college and admission characteristics except for gender. Male students are significantly more likely to be in the non-response group.

Table A1:

Check for nonrandom attrition by UNCA participants and non-participants.

Variables UCAN participants UCAN non-participants Difference
Male 0.555 (0.497) 0.818 (0.387) 0.263***
GSAT 34.804 (3.525) 35.242 (3.841) 0.437
STARS program 0.189 (0.391) 0.140 (0.348) −0.049
Application 0.449 (0.497) 0.391 (0.489) −0.058
Tier 1 high school 0.161 (0.367) 0.168 (0.375) 0.007
Tier 2 high school 0.360 (0.481) 0.364 (0.483) 0.004
n 1721 132

  1. Note: Standard deviation is reported in parentheses. ***Significant at the 1 % significance level. **Significant at the 5 % significance level. *Significant at the 10 % significance level.

When further examining the missing patterns, sixty-two percent of the missing observations are from the Department of Electrical Engineering and the Department of Civil and Environmental Engineering in 2020. Hence, I delete students admitted to these two departments in 2020 and reestimate Equation (2). Table A2 shows that the return to soft skills decreases slightly but remains positive and statistically significant. Removal of observations from these two departments has little impact on the estimates, suggesting that the estimates are fairly robust. Given that most pre-college characteristics are similar between UCAN participants and non-participants, the impact of non-response on the estimates is likely to be limited.

Table A2:

Attrition analysis by excluding students in the departments of electrical engineering and civil engineering admitted in 2020.

Variable Grades Grades Grades Grades Prob (fail = 1) Prob (fail = 1)
soft_pca 0.023 (0.01)*** 0.021 (0.01)** −0.001 (0.002)
soft_pca × GSAT −0.035 (0.01)*** 0.002 (0.003)
soft_weighted 0.024 (0.011)*** 0.022 (0.01)*** −0.002 (0.002)
soft_weighted × GSAT −0.034 (0.01)*** 0.001 (0.003)
GSAT 0.156 (0.021)*** 0.151 (0.021)*** 0.156 (0.021)*** 0.151 (0.021)*** −0.035 (0.009)*** −0.035 (0.009)***
R squared 0.10 0.11 0.11 0.10 0.14 0.14
n 9956 9956 9956 9956 9956 9956

  1. Note: The dependent variable in the first four columns is the standardized course grades. Control variables in the regression are the same as those in Table 2. The standard errors are clustered by instructors and reported in parentheses. ***Significant at the 1 % significance level. **Significant at the 5 % significance level. *Significant at the 10 % significance level.

Appendix B: UCAN Survey Questions

The aptitude of personality traits common to the workplace represents the abilities required to be engaged in various occupations. The following self-assessment will check the current level of your aptitude for eight personality traits common to the workplace and help you make career planning and study preparations.

Scale 1: I can’t complete the task and consider myself having difficulty learning.
2: I can’t complete the task; however, I may be able to complete it if I study hard.
3: I can’t complete the task; however, I can complete the task if I study hard.
4: I can complete the task, but there is still room for improvement.
5: I can complete the task well.
Communication Through oral communication, written statements, and other means, I can express my thoughts
to others and strive to understand the information conveyed by others.
1 When talking to people at work, I can identify the themes and goals of the conversation 1 2 3 4 5
2 When talking with people, I can focus on listening and observing other people’s messages. I am willing to listen to and accept people’s opinions even if I disagree with them 1 2 3 4 5
3 I can adopt appropriate methods and skills to deliver messages clearly and engage in dialogues when communicating with different people 1 2 3 4 5
4 I can correctly interpret work-related documents, such as texts, figures, tables, technical reports, and test results. 1 2 3 4 5
5 I can use correct grammar, formats, or logic to produce reports that meet the organization’s or job’s requirements 1 2 3 4 5
6 I can adequately deliver a statement in writing to different people 1 2 3 4 5
7 I have the foreign language proficiency required by the organization or work to communicate 1 2 3 4 5
Ambitiousness I understand the importance of competency development and can explore, plan, and effectively manage my
competency and maintain the ambition to grow.
1 I persistently maintain the curiosity to learn new things and skills 1 2 3 4 5
2 I can master the knowledge and skills that are necessary for career development 1 2 3 4 5
3 I can set specific goals for the growth of my ability 1 2 3 4 5
4 I understand and undertake continuous learning and training for career development 1 2 3 4 5
5 I can continuously develop professional skills in response to industry trends 1 2 3 4 5
6 I can draw beneficial experiences from interactions with others 1 2 3 4 5
7 I persistently apply various methods and channels to improve my abilities 1 2 3 4 5
Agreeableness I can use appropriate methods and personality to interact or work with others in response to different situations.
1 I can establish a good interpersonal relationship by understanding the needs and feelings of others with empathy 1 2 3 4 5
2 I can analyze my field and proactively identify important relationships that need to be established or improved 1 2 3 4 5
3 I seek or create opportunities to reach out to and build relationships with others 1 2 3 4 5
4 I am willing to take the initiative to show goodwill to those who provide information or assistance at work 1 2 3 4 5
5 I am willing to provide assistance and support to others at work to build mutually beneficial future relationships 1 2 3 4 5
6 I can systematically use appropriate methods to manage social networks and connections 1 2 3 4 5
Teamwork I can actively participate in teamwork and interact well with team members to achieve goals together.
1 I prioritize team goals and support team decisions 1 2 3 4 5
2 I actively participate and express opinions sincerely on the team 1 2 3 4 5
3 I can provide constructive feedback to comments made by team members 1 2 3 4 5
4 I genuinely value the opinions and expertise of team members and am willing to learn from them 1 2 3 4 5
5 I speak positively about team members and do not criticize behind their backs 1 2 3 4 5
6 I can set my personal preferences aside and adjust my role or behavior when necessary 1 2 3 4 5
7 I can work with team members to solve problems and share responsibility. 1 2 3 4 5
Problem-solving When encountering a situation, I can clarify the problem and propose solutions through systematic
information collection and analysis.
1 I can systematically collect information related to the situation 1 2 3 4 5
2 I can evaluate and identify the problem based on the evidence 1 2 3 4 5
3 I can systematically clarify the problem 1 2 3 4 5
4 I can collect relevant information and opinions through various channels and propose possible solutions to the problem 1 2 3 4 5
5 I can assess the pros and cons of various solutions to find the best solution to a problem 1 2 3 4 5
6 I can prepare for possible problems in advance and gather the information needed to resolve them 1 2 3 4 5
Creativity Under resource constraints, I am not confined to the existing work patterns and am willing to take the initiative to
offer new suggestions or ideas and implement them in the work.
1 I can evaluate previous practices and propose ways to improve services, systems, and procedures effectively 1 2 3 4 5
2 I am willing to try new ways to achieve goals or solve problems 1 2 3 4 5
3 I can collect, analyze, and organize opinions and ideas from all parties and put forward new viewpoints or insights 1 2 3 4 5
4 I can propose novel and viable products or services 1 2 3 4 5
5 I can imagine and predict possible new trends and developments 1 2 3 4 5
6 I can maintain flexibility when working 1 2 3 4 5
Self-discipline I understand and take responsibility for the organization and comply with organizational and professional requirements
for ethics, institutions, and integrity.
1 I can identify the goals or values of the organization and act in the interests of the organization 1 2 3 4 5
2 I can actively complete the tasks and take responsibility for ensuring the quality of the outcomes 1 2 3 4 5
3 I realize and follow the organization’s disciplines, institutions, and work practices 1 2 3 4 5
4 I can take care to ensure personal safety at work and physical and mental health 1 2 3 4 5
5 I can look for ways to deal with stress and positively face the pressure 1 2 3 4 5
6 I understand and follow organizational ethics and keep reasonable interactions with coworkers from various departments 1 2 3 4 5
7 I act with integrity and understand the consequences of violating organizational and professional ethical and legal standards. I take responsibility and discipline in day-to-day work 1 2 3 4 5
Computer skills I can effectively manage, integrate, and deliver information using IT (Information Technology) tools.
1 I can judge the situations and effectively use IT tools to complete the tasks 1 2 3 4 5
2 I can retrieve information from the internet and effectively manage, store, and analyze the data 1 2 3 4 5
3 I can effectively use IT tools to produce digital content (such as text, photos, and images) and complete the tasks 1 2 3 4 5
4 I can employ appropriate IT tools to communicate with others according to different situations 1 2 3 4 5
5 I understand the copyright and licensing guidelines for using information/digital content 1 2 3 4 5
6 I understand the risks and threats in the digital environment and take appropriate measures to protect personal data and safety when using devices 1 2 3 4 5
7 I can solve problems or find solutions through the use of IT tools 1 2 3 4 5
8 I can integrate industry-related knowledge with IT tools and apply them to the tasks 1 2 3 4 5

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Supplementary Material

This article contains supplementary material (https://doi.org/10.1515/bejeap-2022-0342).

Received: 2022-09-11
Accepted: 2023-08-30
Published Online: 2023-10-24

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. Gender Differences and Firm Performance: Evidence from India
  4. The Effect of Soft Skills on Academic Outcomes
  5. Search and Matching in Political Corruption
  6. The New Form Agency Problem: Cooperation and Circular Agency
  7. Lobbying for Tariff Protection, International Technology Licensing and Consumer Surplus
  8. Active Labour Market Policies: What Works for the Long-Term Unemployed?
  9. Does Abolishing a Copayment Increase Doctor Visits? A Comparative Case Study
  10. An Experimental Analysis of Patient Dumping Under Different Payment Systems
  11. Does Excellence Pay Off? Evidence from the Italian Wine Market
  12. Letters
  13. Estimating the Socio-Economic Status of the U.S. Capitol Insurrectionists
  14. The Effect of Elevating the Supplemental Poverty Measure on Government Program Eligibility and Spending
  15. Data-Driven Health Innovation and Privacy Regulation
https://doi.org/10.1515/bejeap-2022-0342
Schlagwörter für diesen Artikel
academic outcomes; soft skills; complementarity; study time; education production

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. Gender Differences and Firm Performance: Evidence from India
  4. The Effect of Soft Skills on Academic Outcomes
  5. Search and Matching in Political Corruption
  6. The New Form Agency Problem: Cooperation and Circular Agency
  7. Lobbying for Tariff Protection, International Technology Licensing and Consumer Surplus
  8. Active Labour Market Policies: What Works for the Long-Term Unemployed?
  9. Does Abolishing a Copayment Increase Doctor Visits? A Comparative Case Study
  10. An Experimental Analysis of Patient Dumping Under Different Payment Systems
  11. Does Excellence Pay Off? Evidence from the Italian Wine Market
  12. Letters
  13. Estimating the Socio-Economic Status of the U.S. Capitol Insurrectionists
  14. The Effect of Elevating the Supplemental Poverty Measure on Government Program Eligibility and Spending
  15. Data-Driven Health Innovation and Privacy Regulation
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