Variation of learning intensity in late adolescence and the impact on noncognitive skills
AbstractDespite the interdependence between cognitive and noncognitive skills, empirical studies have shown a longer period of acquisition in life-time for the latter besides relevance for educational and labor market success. Analyzing returns of investments during different periods of life is therefore economically meaningful. We evaluate the effects of a substantial increase in the amount of curriculum per unit of time (learning intensity) at the end of higher secondary schooling on nine types of these skills. The results show no influence on the acquisition of noncognitive skills, indicating that personality does rather not depend on schooling investments in late adolescence. --
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Bibliographic InfoPaper provided by ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research in its series ZEW Discussion Papers with number 11-007.
Date of creation: 2011
Date of revision:
Noncognitive skills; human capital formation; learning intensity; natural experiment; Big Five; Locus of Control; Reciprocity; Self-Control;
Find related papers by JEL classification:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
- J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
- C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-03-26 (All new papers)
- NEP-CBE-2011-03-26 (Cognitive & Behavioural Economics)
- NEP-EDU-2011-03-26 (Education)
- NEP-HRM-2011-03-26 (Human Capital & Human Resource Management)
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