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Shan, Xiaoque; Zölitz, Ulf - 2022

Do the people around us influence our personality? To answer this question, we conduct an experiment with 543 university students who we randomly assign to study groups. Our results show that students become more similar to their peers along several dimensions. Students with more competitive...

Persistent link: https://www.econbiz.de/10013186792

Peers affect personality development

Shan, Xiaoyue; Zölitz, Ulf - 2022

Persistent link: https://www.econbiz.de/10013187857

Ordinal rank and peer composition : two sides of the same coin?

Bertoni, Marco; Nisticò, Roberto - 2019

We use data from two experiments that randomly assign students to groups to show that, so long as ordinal rank has a causal effect on educational achievement, estimates of the effects of peer ability composition obtained from models that omit rank are downward biased. This finding holds both in...

Persistent link: https://www.econbiz.de/10012138738

The impact of peer personality on academic achievement

Golsteyn, Bart H. H.; Non, Jan Adrianus; Zölitz, Ulf - 2017

This paper provides evidence of a novel facet of peer effects by showing how peer personality affects educational achievement. We exploit random assignment of students to university sections and find that students perform better in the presence of more persistent peers and more risk-averse...

Persistent link: https://www.econbiz.de/10011752330

Understanding Peer Effects: On the Nature, Estimation and Channels of Peer Effects

Feld, Jan; Zölitz, Ulf - Nationalekonomiska institutionen, Handelshögskolan - 2014

This paper provides evidence on ability peer effects in university education. Identification comes from the random assignment of students to sections. We find that students on average benefit from better-ability peers. Low-ability students, however, are harmed by high-ability peers. We introduce...

Persistent link: https://www.econbiz.de/10011019108

The value of a peer

Isphording, Ingo Eduard; Zölitz, Ulf - 2020

This paper introduces peer value-added, a new approach to quantify the total contribution of an individual peer to student performance. Peer value-added captures social spillovers irrespective of whether they are generated by observable or unobservable peer characteristics. Using data with...

Persistent link: https://www.econbiz.de/10012175805

Reference dependent aspirations and peer effects in education

Fongoni, Marco; Norris, Jonathan; Romiti, Agnese; Shi, Zhan - 2022

We study the long-run effects of income inequality within adolescent peer compositions in schools. We propose a theoretical framework based on reference dependence where inequality in peer groups can generate aspiration gaps. Guided by predictions from this framework we find that an increase in...

Persistent link: https://www.econbiz.de/10013471214

Peer creativity and academic achievement

Lent, Max van - 2024

This paper studies the relationship between the creative abilities of study peers and academic achievement. We conduct a novel large scale field experiment at university, where students are randomized into work groups based on their score on a creativity test prior to university entry. We first...

Persistent link: https://www.econbiz.de/10014495633

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Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra

Cortes, Kalena E.; Goodman, Joshua; Nomi, Takako - Institute for the Study of Labor (IZA) - 2014

We study an intensive math instruction policy that assigned low-skilled 9th graders to an algebra course that doubled …

Persistent link: https://www.econbiz.de/10011106179

Implicit Stereotypes: Evidence from Teachers' Gender Bias

Carlana, Michela - 2018

student achievement. I provide evidence that the gender gap in math performance substantially increases when students are … assigned to teachers with stronger gender stereotypes. Teachers' stereotypes induce girls to underperform in math and self … partially driven by a lower self-confidence on own math ability of girls exposed to gender biased teachers. The findings are …

Persistent link: https://www.econbiz.de/10011931624