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The Becoming Effective Learners Student Survey (BEL-S) was designed by the University of Chicago Consortium on School Research to illuminate relationships among important student, classroom/instructional, and academic outcome variables. In the present study, the researchers used these surveys and administrative data to test the relationships among categories of student noncognitive factors and students' course grades. They tested whether four categories of noncognitive factors (academic mindsets, learning strategies, academic behaviors, and academic perseverance), as measured by self-report surveys in the context of specific classes, predicted students’ end-of-semester course grades in those classes. They also investigated the relationships between classroom environments and students’ self-reported noncognitive factors and their end-of-semester course grades.