Advancing Research: The study contributes to the existing body of knowledge on the importance of noncognitive factors in predicting college performance and achievement, specifically within the context of teacher education. By providing empirical evidence and insights into the relationship between noncognitive skills and academic success, the study expands the understanding of factors that contribute to student outcomes. 

 Informing Educational Practices: The findings of the study have practical implications for educational institutions, curriculum developers, and educators in the field of teacher education. By identifying specific noncognitive factors that significantly predict college performance, the study can inform the design of teacher education programs, curriculum frameworks, and instructional practices. This can lead to the integration of targeted interventions and strategies aimed at fostering the development of noncognitive skills among teacher education students, ultimately enhancing their preparation for the teaching profession.  

Enhancing Student Support Services: The study's outcomes can inform the development of student support services and interventions tailored to address the identified noncognitive factors associated with success. Academic advisors, counselors, and student support personnel can utilize the study's findings to provide guidance and resources to help students develop and strengthen their noncognitive skills, thereby improving their overall academic performance and well-being. 

 Influencing Policy and Decision-Making: The study's findings can influence policy decisions related to teacher education and educational practices. Policymakers and educational authorities can consider the importance of noncognitive factors in teacher preparation and incorporate strategies to support the development of these skills within teacher education policies and guidelines. This can have a positive impact on the quality of teacher education programs and the subsequent effectiveness of teachers in the classroom.  

Promoting Holistic Development: By emphasizing the significance of noncognitive factors in student success, the study contributes to a more holistic approach to education. It highlights the importance of nurturing noncognitive skills alongside cognitive abilities, recognizing the multifaceted nature of student development. This broader perspective can enhance educational practices by fostering students' well-rounded growth, resilience, motivation, and interpersonal skills, which are essential for success not only in academics but also in their future teaching careers.  

Development of a comprehensive dataset capturing noncognitive factors and academic/non- academic achievements of 3rd-year students in the teacher education program.

Creation of a structured questionnaire that can be adapted and utilized by other researchers and institutions to assess noncognitive factors among college students.

Publication:
Research paper: A scholarly article presenting the findings, methodology, and implications of the study will be submitted to a reputable academic journal in the field of education or teacher education.

Conference presentations: The research findings will be shared through presentations at relevant academic conferences, allowing for dissemination to a broader audience and stimulating discussions among professionals in the field.

Policy:

Policy recommendations: Based on the study's findings, recommendations can be made to educational institutions and policymakers regarding the integration of noncognitive skill development within teacher education programs. This can influence the design of curriculum frameworks, instructional practices, and support services to enhance the holistic development of future teachers

 

Student support services: The study's outcomes can inform the development of targeted interventions and support programs aimed at enhancing noncognitive skills among teacher education students. These interventions can be implemented by academic advisors, guidance counselors, or student support personnel to provide resources and guidance to students in developing the identified noncognitive factors associated with success.