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Personality and the education-health gradient

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  • Conti, Gabriella
  • Hansman, Chris

Abstract

We test the robustness of the results of Cutler and Lleras-Muney (2010) on the role of personality in explaining the education-health gradient by using alternative measures of child personality available in the National Child Development Study. We show that, alternatively to the authors conclusions, personality contributes to the education-health gradient to an extent nearly as large as that of cognition.

Suggested Citation

  • Conti, Gabriella & Hansman, Chris, 2012. "Personality and the education-health gradient," ISER Working Paper Series 2012-20, Institute for Social and Economic Research.
    • Handle: RePEc:ese:iserwp:2012-20
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    File URL: https://www.iser.essex.ac.uk/wp-content/uploads/files/working-papers/iser/2012-20.pdf
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    Cited by:

    1. Gabriella Conti & James J. Heckman & Rodrigo Pinto, 2016. "The Effects of Two Influential Early Childhood Interventions on Health and Healthy Behaviour," Economic Journal, Royal Economic Society, vol. 126(596), pages 28-65, October.
    2. Gabriella Conti & James J. Heckman, 2012. "The Developmental Approach to Child and Adult Health," NBER Working Papers 18664, National Bureau of Economic Research, Inc.
    3. Hale Koç & Hans van Kippersluis, 2015. "Thought for Food: Understanding Educational Disparities in Food Consumption," Tinbergen Institute Discussion Papers 15-034/V, Tinbergen Institute.
    4. Gabriella Conti & James J. Heckman & Rodrigo Pinto, 2016. "The Effects of Two Influential Early Childhood Interventions on Health and Healthy Behaviour," Economic Journal, Royal Economic Society, vol. 126(596), pages 28-65, October.

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