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Which preferences associate with school performance? Lessons from a university classroom experiment
Horn, Dániel; Kiss, Hubert János - 2017
We attempt to link laboratory-based measures of preferences with measures of school performance. We measure in an … incentivized way risk, time, social and competitive preferences and also cognitive abilities of university students and look for …. Regarding non-cognitive skills, we find suggestive evidence for many of our measured preferences. We use two alternative …
Persistent link: https://www.econbiz.de/10012028734
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How do shocks to non-cognitive skills affect test scores?
Behncke, Stefanie - 2009
This paper investigates the extent to which test performance is affected by shocks to non-cognitive skills. 440 students took a low stakes mathematics test. About half of them were exposed to positive affirmation while being given test instructions, whereas the other half served as controls. The...
Persistent link: https://www.econbiz.de/10010269120
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Students' Grit and Their Post-compulsory Educational Choices and Trajectories: Evidence from Switzerland
Albiez, Janine; Strazzeri, Maurizio; Wolter, Stefan C. - 2024
We examine the association between the personality trait grit and post-compulsory educational choices and trajectories …
Persistent link: https://www.econbiz.de/10014533954
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Students' Grit and Their Post-Compulsory Educational Choices and Trajectories: Evidence from Switzerland
Albiez, Janine; Strazzeri, Maurizio; Wolter, Stefan C. - 2024
We examine the association between the personality trait grit and post-compulsory educational choices and trajectories …
Persistent link: https://www.econbiz.de/10014574313
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Cognitive and Non-Cognitive Costs of Daycare 0–2 for Girls
Fort, Margherita; Ichino, Andrea; Zanella, Giulio - 2016
Exploiting admission thresholds in a Regression Discontinuity Design, we study the causal effects of daycare at age 0–2 on cognitive and non-cognitive outcomes at age 8–14. One additional month in daycare reduces IQ by 0.5% (4.5% of a standard deviation). Effects for conscientiousness are...
Persistent link: https://www.econbiz.de/10011479274
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Can Non-Cognitive Skills Programs Improve Achievement? Quasi-Experimental Evidence from EPIS
Martins, Pedro S. - 2017
Do investments in soft skills pay off in terms of student achievement? This paper evaluates a large private-sector program in this area, EPIS, based on individual and small-group sessions of mediators that seek to improve the non-cognitive skills (e.g. motivation, self-esteem, conscientiousness)...
Persistent link: https://www.econbiz.de/10011701885
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The Economic Value of Breaking Bad: Misbehavior, Schooling and the Labor Market
Papageorge, Nicholas W.; Ronda, Victor; Zheng, Yu - 2017
Prevailing research argues that childhood misbehavior in the classroom is bad for schooling and, presumably, bad for adult outcomes. In contrast, we argue that childhood misbehavior represents some underlying non-cognitive skills that are valuable in the labor market. We follow work from...
Persistent link: https://www.econbiz.de/10011744534
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The Timing of Puberty and Gender Differences in Educational Achievement
Koerselman, Kristian; Pekkarinen, Tuomas - 2017
In this paper, we study the effect of the timing of puberty on educational achievement and examine to what extent the gender differences in the timing of puberty can explain gender differences in achievement. We use British cohort data that combine information on pubertal development with test...
Persistent link: https://www.econbiz.de/10011744601
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(How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence
Martins, Pedro S. - 2017
Non-cognitive skills programs may be an important policy option to improve the academic outcomes of adolescents. In this paper, we evaluate experimentally the EPIS program, which is based on bi-weekly individual or small-group non-cognitive mediation short meetings with low-performing students....
Persistent link: https://www.econbiz.de/10011744662
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Cognitive and non-cognitive costs of daycare 0-2 for girls
Fort, Margherita; Ichino, Andrea; Zanella, Giulio - 2016
Exploiting admission thresholds in a Regression Discontinuity Design, we study the causal effects of daycare at age 0–2 on cognitive and non-cognitive outcomes at age 8–14. One additional month in daycare reduces IQ by 0.5% (4.5% of a standard deviation). Effects for conscientiousness are...
Persistent link: https://www.econbiz.de/10011452721