Does higher learning intensity affect student well-being? Evidence from the National Educational Panel Study
Year of publication: |
2015
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Authors: | Quis, Johanna Sophie |
Institutions: | Bamberg Economic Research Group on Government and Growth (BERG), Volkswirtschaftslehre |
Subject: | self-efficacy | high school reform | subjective well-being | mental health | stress | NEPS |
Extent: | application/pdf |
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Series: | |
Type of publication: | Book / Working Paper |
Notes: | Number 94 |
Classification: | I12 - Health Production: Nutrition, Mortality, Morbidity, Substance Abuse and Addiction, Disability, and Economic Behavior ; I28 - Government Policy ; I21 - Analysis of Education ; J24 - Human Capital; Skills; Occupational Choice; Labor Productivity |
Source: |
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Quis, Johanna Sophie, (2015)
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Quis, Johanna Sophie, (2015)
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How does education improve cognitive skills? Instructional time versus timing of instruction
Dahmann, Sarah, (2015)
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Health effects of instruction intensity: Evidence from a natural experiment in German high-schools
Quis, Johanna Sophie, (2017)
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Health effects of instruction intensity: Evidence from a natural experiment in German high-schools
Quis, Johanna Sophie, (2017)
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Health effects of instruction intensity: Evidence from a natural experiment in German high-schools
Quis, Johanna Sophie, (2017)
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