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Practical physics assignments and students' non-cognitive skills: Evidence from propensity score matching analysis
Xia Jing1, Yao Jijun1, Zhou Shike2
1Nanjing Normal University, No.122 Ninghai Road, Gulou District, Nanjing, Jiangsu, China.
Acta Psychologica
|July 14, 2026
Summary
Physics practical assignments positively impact students' non-cognitive skills like collaboration and emotional regulation. However, these benefits are more pronounced in urban and township areas compared to rural settings.
Area of Science:
- Educational Psychology
- Science Education
Background:
- Practical assignments are recognized for fostering student development, but their link to non-cognitive skills needs more research.
- Physics practical assignments are defined as outcome-oriented tasks requiring application, analysis, and creation in authentic contexts.
Purpose of the Study:
- To investigate the association between physics practical assignments and lower secondary students' non-cognitive skills.
- To examine regional variations in these associations within Jiangsu Province, China.
Main Methods:
- Utilized large-scale survey data from 7929 Grade 8 students.
- Employed propensity score matching to compare students with and without practical assignments.
Main Results:
- Positive associations were found between practical assignments and five non-cognitive skills: interpersonal skills, collaboration, openness, emotional regulation, and task competence.
- A positive association was also observed with scientific critical-reflective disposition.
- Associations were significant for urban and township students but not for rural students.
Conclusions:
- Physics-related practical assignments can support the development of students' broader competencies and non-cognitive skills.
- The benefits of practical assignments are context-dependent, varying significantly across urban, township, and rural regions.
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