Non-cognitive support for postgraduate studies: A systematic review

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dc.contributor.authorFrantz, Jose M.
dc.contributor.authorCupido-Masters, Jill
dc.contributor.authorMoosajee, Faranha
dc.date.accessioned2022-09-14T08:11:11Z
dc.date.available2022-09-14T08:11:11Z
dc.date.issued2022
dc.description.abstractRetention of postgraduate students is a complex problem at higher education institutions. To address this concern, various forms of academic support are offered by higher education institutions to nurture and develop the pipeline of postgraduate students. The support provided to postgraduate students tends to emphasize academic support at times at the expense of psychosocial or non-academic support. Non-cognitive skills were underscored as integral to determining academic and employment outcomes and thus, may need to be investigated more. This manuscript reports on an attempt to filter and consolidate the literature reporting on interventions for postgraduate students that include the development of non-cognitive skills.en_US
dc.identifier.citationFrantz, J. et al. (2022). Non-cognitive support for postgraduate studies: A systematic review. Frontiers in Psychology, 12, 773910. https://doi.org/10.3389/fpsyg.2021.773910en_US
dc.identifier.issn1664-1078
dc.identifier.urihttps://doi.org/10.3389/fpsyg.2021.773910
dc.identifier.urihttp://hdl.handle.net/10566/7881
dc.language.isoenen_US
dc.publisherFrontiers Mediaen_US
dc.subjectNon-cognitive skillsen_US
dc.subjectPostgraduate studentsen_US
dc.subjectHigher educationen_US
dc.subjectPsychosocialen_US
dc.titleNon-cognitive support for postgraduate studies: A systematic reviewen_US
dc.typeArticleen_US

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