Which of the following is considered a noncognitive factor affecting student achievement?

Self-efficacy is a key noncognitive factor that significantly impacts student achievement. It refers to an individual's belief in their ability to succeed in specific situations or accomplish a task. This concept is rooted in the idea that when students have a strong sense of self-efficacy, they are more likely to take on challenges, persist in the face of difficulties, and ultimately achieve higher outcomes.

Students with high self-efficacy are more likely to engage in self-regulated learning, demonstrate resilience, and exhibit a positive attitude toward school and academic tasks. They are also inclined to set higher goals for themselves and are generally more motivated to learn. As such, fostering self-efficacy can lead to significant improvements in students' academic performance.

Other factors like grades, attendance, and teacher feedback are considered cognitive or academic factors, as they are more directly related to the educational process and measurable outcomes. While they can influence a student's overall achievement, they do not encapsulate the emotional or motivational dimensions that define noncognitive factors like self-efficacy.