1. Preface: READ FIRST

Approximately 2 1/2 years ago I directed and completed, with the help of three colleagues, the working paper "Increasing the Chance of  No Child Being Left Behind:  Beyond Cognitive and Achievement Abilities"(McGrew, Johnson, Cosio & Evans, 2004). This white paper was written as an internal background policy document for use in conceptualizing ongoing research at the Institute for Community Integration at the University of Minnesota. The paper was the result of an approximately 2 year effort to identify important non-cognitive learner characteristics via a relatively comprehensive review of the relevant literature.
The guts of this working paper was the articulation of a preliminary model/framework for conceptualizing non-cognitive variables that are potentially important for school learning, above and beyond cognitive/intellectual abilities.  I referred to this as the "Beyond IQ" paper.
As I've written elsewhere, I strongly believe that understanding individual differences in learning, and helping learners with disabilities in particular, requires a comprehensive overview of a learners complete set of personal competencies. Although I'm known primarily for my research in intelligence, and as a coauthor of a major intelligence battery ( Woodock-Johnson Third Edition; WJ III), since my early years as practicing school psychologist, and later as a professor teaching applied educational psychology courses, scholar, researcher and test author, I've always recognized the importance of non-  cognitive characteristics in student performance. I've been a huge fan of the late Richard Snow's notion of "aptitude" (not to be confused with intelligence or IQ).  I recently published (together with Jeff Evans) a special report with the National Center on Educational Outcomes (NCEO) that made this point (the paper has become known as the "Forrest Gump" report/paper). 
During the past few years I have occasionally returned to this working paper to sporadically integrate new literature.  The goal was to eventually turn the paper into a book chapter, specialized publication, and/or possible a brief book.  I still have this goal, but, I have found it increasingly difficult to find the necessary time to revise the document as I would like. 
Recently I've seen more attention focused on the primary message of this paper--namely, the need for those working in schools to go "beyond IQ" to examine other essential student learner characteristics. I've seen new instruments published to measures some of the learner characteristics (e.g., SMALSI), a constant stream of research publications focusing on isolated learner characteristics, some attempts to provide more integrative frameworks/models, and calls to those involved in education to focus more on non-cognitive variables (see current NASP "Presidents Message"; December, 2007).
Given this flurry of activity, I decided it was important to get the proposed Model of Academic Competence and Motivation (MACM) (McGrew, 2007) "out there", rather than have it languish on my hard drive for another year (or more).  I decided that the proposed MACM might make a positive contribution to the increased focus on non-cognitive learner characteristics.  Also, I decided that the MACM  needed scrutiny, review, feedback, criticism, etc...which in turn might "jump start" my work in this area and stimulate others to elaborate on the framework.
This on-line revision of the original policy-oriented paper is presented "as is."  I've not had the time to edit it in detail..so please be understanding regarding any typo's, omissions, missing references, etc.  If readers will be so kind to e-mail me (iap@earthlink.net) when they find these possible errors or mistakes, I'll do my best to correct/revise the material and repost it in the future.
Along these lines, if there are individuals who would be interested in working on this project, in the form of revising/editing the text, writing new sections, contributing new material, working to provide URL links embedded in the text, etc., contact me.  I might be talked into the idea of directing a small group of individuals to make this a living and breathing EWOK (Evolving Web of Knowledge), similar to two other EWOK's I manage (visit my blog at www.intelligencetesting.blogspot.com for more information).
Finally, credit needs to be given to the three individuals who played a major role in the drafting of the first working paper.  They deserve much credit, but are also not responsible fore the extensions, revisions, or elaborations (and any mistakes/errors) I've made to the paper since June of 2004.  These folks are:
  • David R. Johnson:  Director of the Institute of Community Integration at the University of Minnesota.
  • Anna Cosio:  At the time, a doctoral student in Educational Psychology at the University of Minnesota.
  • Jeff Evans.  At the time a close friend and colleague who worked together with me on a consulting basis.  Since the paper was published, Jeff has moved on to a role with Pearson Publishing.