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Classroom Behavior

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  • Carmit Segal

Abstract

This paper investigates the determinants and malleability of noncognitive skills. Using data on boys from the National Education Longitudinal Survey, I focus on youth behavior in the classroom as a measure of noncognitive skills. I find that student behavior during adolescence is persistent. The variation in behavior can be attributed to unobserved individual heterogeneity. Family and school characteristics, as well as the incentives for good behavior provided at home and in school, are important determinants of behavior. Neither the cross-sectional variation in behavior nor the variation over time in behavior can, however, be attributed to these covariates.

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File URL: http://jhr.uwpress.org/cgi/reprint/43/4/783
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Bibliographic Info

Article provided by University of Wisconsin Press in its journal Journal of Human Resources.

Volume (Year): 43 (2008)
Issue (Month): 4 ()
Pages:

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Handle: RePEc:uwp:jhriss:v:43:y:2008:i4:p783-814

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Web page: http://jhr.uwpress.org/

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Cited by:
  1. Elke Lüdemann, 2011. "Schooling and the Formation of Cognitive and Non-cognitive Outcomes," ifo Beiträge zur Wirtschaftsforschung, Ifo Institute for Economic Research at the University of Munich, Ifo Institute for Economic Research at the University of Munich, number 39, 8.
  2. Nabanita Datta Gupta & Marianne Simonsen, 2007. "Non-cognitive Child Outcomes and Universal High Quality Child Care," Economics Working Papers, School of Economics and Management, University of Aarhus 2007-17, School of Economics and Management, University of Aarhus.
  3. Conti, Gabriella & Galeotti, Andrea & Mueller, Gerrit & Pudney, Stephen, 2009. "Popularity," ISER Working Paper Series 2009-03, Institute for Social and Economic Research.
    • Gabriella Conti & Andrea Galeotti & Gerrit Mueller & Stephen Pudney, 2012. "Popularity," NBER Working Papers 18475, National Bureau of Economic Research, Inc.
  4. Christoph T. Weiss, 2012. "Persistent Attitudes and Behaviors," "Marco Fanno" Working Papers, Dipartimento di Scienze Economiche "Marco Fanno" 0143, Dipartimento di Scienze Economiche "Marco Fanno".
  5. Marianne Bertrand & Jessica Pan, 2013. "The Trouble with Boys: Social Influences and the Gender Gap in Disruptive Behavior," American Economic Journal: Applied Economics, American Economic Association, American Economic Association, vol. 5(1), pages 32-64, January.
  6. Aedo, Cristian & Hentschel, Jesko & Luque, Javier & Moreno, Martin, 2013. "From occupations to embedded skills : a cross-country comparison," Policy Research Working Paper Series, The World Bank 6560, The World Bank.
  7. Will Dobbie & Roland G. Fryer, Jr, 2013. "The Medium-Term Impacts of High-Achieving Charter Schools on Non-Test Score Outcomes," NBER Working Papers 19581, National Bureau of Economic Research, Inc.

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