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How Do Shocks to Non-Cognitive Skills Affect Test Scores?

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  • Stefanie Behncke

Abstract

This paper investigates the extent to which test performance is affected by shocks to non-cognitive skills. In a field experiment, students took a mathematics test. Students were clustered into several student groups that were randomly assigned to treatment and control group. The treatment consisted of positive affirmation before students began taking the test. This affirmation significantly raised students' test scores. In particular, students with low maths grades and with self-assessed difficulties in maths achieved higher test scores. Results suggest that teachers may raise their students' performance by interventions to their non-cognitive skills.

Suggested Citation

  • Stefanie Behncke, 2012. "How Do Shocks to Non-Cognitive Skills Affect Test Scores?," Annals of Economics and Statistics, GENES, issue 107-108, pages 155-173.
    • Handle: RePEc:adr:anecst:y:2012:i:107-108:p:155-173
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    Cited by:

    1. Martin Schlotter, 2011. "Age at Preschool Entrance and Noncognitive Skills before School - An Instrumental Variable Approach," ifo Working Paper Series 112, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
    2. Elizabeth W. Cavadel & Jacqueline F. Kauff & Mary Anne Anderson & Sheena McConnell & Michelle Derr, "undated". "Self-Regulation and Goal Attainment: A New Perspective for Employment Programs," Mathematica Policy Research Reports e49aff23628f45bd847fd2e86, Mathematica Policy Research.
    3. Martí­n Leites & Xavier Ramos, 2017. "The effect of relative concern on life satisfaction: Relative deprivation and loss aversion," Documentos de Trabajo (working papers) 17-18, Instituto de Economía - IECON.
    4. Fabrizio Colella & Patricio S. Dalton & Giovanni Giusti, 2024. "Moral Support and Performance," Management Science, INFORMS, vol. 70(7), pages 4614-4628, July.
    5. Stefanie Behncke, 2023. "Effects of Macroprudential Policies on Bank Lending and Credit Risks," Journal of Financial Services Research, Springer;Western Finance Association, vol. 63(2), pages 175-199, April.
    6. repec:spo:wpmain:info:hdl:2441/7gu5r9nb899om9oin7k24kjpgt is not listed on IDEAS
    7. Almlund, Mathilde & Duckworth, Angela Lee & Heckman, James & Kautz, Tim, 2011. "Personality Psychology and Economics," Handbook of the Economics of Education, in: Erik Hanushek & Stephen Machin & Ludger Woessmann (ed.), Handbook of the Economics of Education, edition 1, volume 4, chapter 0, pages 1-181, Elsevier.
    8. Stéphane Carcillo & Rodrigo Fernandez & Sebastian Königs & Andreea Minea, 2015. "NEET Youth in the Aftermath of the Crisis," Working Papers hal-03429941, HAL.
    9. Stéphane Carcillo & Rodrigo Fernandez & Sebastian Königs & Andreea Minea, 2015. "NEET Youth in the Aftermath of the Crisis," Working Papers hal-03429941, HAL.
    10. Colella, F. & Dalton, Patricio & Giusti, G., 2021. "All you Need is Love : The Effect of Moral Support on Performance (Revision of CentER DP 2018-026)," Other publications TiSEM aa76dfa7-73db-45d1-8c47-3, Tilburg University, School of Economics and Management.
    11. Ross, Phillip H. & Glewwe, Paul & Prudencio, Daniel & Wydick, Bruce, 2021. "Developing educational and vocational aspirations through international child sponsorship: Evidence from Kenya, Indonesia, and Mexico," World Development, Elsevier, vol. 140(C).
    12. Martin Schlotter, 2012. "Educational Production in Preschools and Schools - Microeconometric Evidence from Germany," ifo Beiträge zur Wirtschaftsforschung, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, number 41, April.
    13. Alfredo Alvarado & Belén Conde & Rafael Novella & Andrea Repetto, 2020. "NEETs in Latin America and the Caribbean: Skills, Aspirations, and Information," Journal of International Development, John Wiley & Sons, Ltd., vol. 32(8), pages 1273-1307, November.
    14. Marta De Philippis & Federico Rossi, 2021. "Parents, Schools and Human Capital Differences Across Countries," Journal of the European Economic Association, European Economic Association, vol. 19(2), pages 1364-1406.
    15. Martín Leites & Xavier Ramos, 2022. "The Effect of Relative Income Concerns on Life Satisfaction: Relative Deprivation and Loss Aversion," Journal of Happiness Studies, Springer, vol. 23(7), pages 3485-3515, October.
    16. Tamás Keller & Péter Szakál, 2021. "Not just words! Effects of a light-touch randomized encouragement intervention on students’ exam grades, self-efficacy, motivation, and test anxiety," PLOS ONE, Public Library of Science, vol. 16(9), pages 1-27, September.
    17. Thomas Bolli & Stefanie Hof, 2014. "The Impact of Apprenticeship Training on Personality Traits: An Instrumental Variable Approach," KOF Working papers 14-350, KOF Swiss Economic Institute, ETH Zurich.
    18. Iryna Rud & Chris van Klaveren & Wim Groot & Henriëtte Maassen van den Brink, 2018. "What Drives the Relationship Between Early Criminal Involvement and School Dropout?," Journal of Quantitative Criminology, Springer, vol. 34(1), pages 139-166, March.

    More about this item

    JEL classification:

    • C15 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - Statistical Simulation Methods: General
    • C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models
    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • I20 - Health, Education, and Welfare - - Education - - - General

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