The functions of non-ability attributes in learning and performance

Empirical evidence has long supported the argument of the investment theories of intelligence (Ackerman, 1996; Cattell, 1987) that both cognitive abilities and non-ability traits are essential in the development of domain knowledge (Ackerman & Rolfhus, 1999). Indeed, the two sets of attributes have been proven to be vital in human learning and performance more generally (Beier et al., 2010; Colquitt et al., 2000; Kanfer et al., 2010). In this issue, we present eight studies that seek explanations about individual differences in teachers’ attributes and behaviours as well as in students’ academic engagement, academic achievement, and physical activities from an array of non-ability attributes. Those examined among the teacher participants include competence, characteristics of text in diagnostic cases and empathy, and sources and regulation of specific negative emotions in school context; while those investigated among the student participants are academic motivation, discrete achievement emotions, self-regulation, physical education instruction, and self-determined motivation. In the following, I highlight the principal findings and underscore one unique feature of each of the studies. I begin with the studies concerning teachers. Wilhelmsen et al. (2022) investigated if Norwegian Early Childhood Education and Care teachers’ perceived competence in dealing with children’s behavioural and social problems would matter in their relationships with students exhibiting behavioural problems. The key findings revealed from longitudinal data on children’s behavioural problems as reported by mothers and student-teacher relationships as rated by teachers are 1) close teacher-student relationships (closeness) were associated with reduced problem behaviours at an older age; 2) early problem behaviours posed a risk for low levels of closeness; and 3) higher levels of teachers’ perceived competence reduced the aforementioned risk, whereas the presence of teacher-student conflict increased such a risk. This study distinguished itself from previous studies with the caution it took to reduce potential reporter biases — it employed different informants for teacher-student relationship quality and child behaviour. Wedel et al. (2022) conducted an experimental study to ascertain the effects of text characteristics (i.e. text style and text subject) and empathy on cognitive modelling of textbased diagnostic cases among pre-service teachers in Germany. In general, texts written in psycho-narrative text style (i.e. texts involving personal thoughts and feelings) were more conducive to information processing. Moreover, text characteristics (particularly, text style) and empathy (specifically, affective state-empathy) played important functions in cognitive modelling skills in a rather complex fashion. This study was the first to empirically investigate pre-service teachers’ cognitive modelling skills in relation to text-based diagnostic cases. Smrtnik Vituli c and Prosen (2022) turned their attention to understanding primary school teachers’sources and regulation of two specific negative emotions (anger and fear) in Slovenia. Results highlighted the importance of studying discrete emotions in teaching,