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Preference Formation, School Dissatisfaction and Risky Behavior of Adolescents

  • Louis Lévy-Garboua

    ()

    (CES - Centre d'économie de la Sorbonne - CNRS : UMR8174 - Université Paris I - Panthéon-Sorbonne, CIRANO - Centre interuniversitaire de recherche en analyse des organisations - UQAM - Université du Québec à Montréal)

  • Youenn Loheac

    ()

    (CES - Centre d'économie de la Sorbonne - CNRS : UMR8174 - Université Paris I - Panthéon-Sorbonne)

  • Bertrand Fayolle

    (TEAM - Université Paris I - Panthéon-Sorbonne)

School dissatisfaction is an important component of the subjective well-being of adolescents associated with "risky behavior" like drug use, unprotected sex, norm violations and illegal behavior. We extend the standard human capital model to joint human investment (education) and disinvestment (risky behavior). Based on this model, we develop a general dynamic framework to analyze the preference formation of children and behavioral change at school. Once an educational norm is set by adults, children can rationally deviate from this norm, while staying at school, after experiencing bad surprises like a school failure. The same type of dynamic equation can be used in a sequence to predict education, satisfaction with school, and a host of risky behavior. We test these assumptions with a unique panel data set on American adolescents attending middle or high school. School dissatisfaction is found to have a significant positive effect upon nine different types of risky behavior.

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Paper provided by HAL in its series Université Paris1 Panthéon-Sorbonne (Post-Print and Working Papers) with number halshs-00203187.

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Date of creation: Feb 2006
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Publication status: Published, Journal of Economic Psychology, 2006, 27, 1, 165-183
Handle: RePEc:hal:cesptp:halshs-00203187
Note: View the original document on HAL open archive server: http://halshs.archives-ouvertes.fr/halshs-00203187
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  1. LEVY-GARBOUA, Louis & MONTMARQUETTE, Claude, 1997. "Reported Job Satisfaction : What Does It Mean?," Cahiers de recherche 9705, Universite de Montreal, Departement de sciences economiques.
  2. Louis Lévy-Garboua & Claude Montmarquette & Véronique Simonnet, 2007. "Job Satisfaction and Quits," Université Paris1 Panthéon-Sorbonne (Post-Print and Working Papers) halshs-00203158, HAL.
  3. Louis Lévy-Garboua & Claude Montmarquette, 1996. "Cognition in Seemingly Riskless Choices and Judgments," CIRANO Working Papers 96s-01, CIRANO.
  4. Kahneman, Daniel & Tversky, Amos, 1979. "Prospect Theory: An Analysis of Decision under Risk," Econometrica, Econometric Society, vol. 47(2), pages 263-91, March.
  5. Clark, Andrew E. & Oswald, Andrew J., 1996. "Satisfaction and comparison income," Journal of Public Economics, Elsevier, vol. 61(3), pages 359-381, September.
  6. Jacob M. Markman & Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2003. "Does peer ability affect student achievement?," Journal of Applied Econometrics, John Wiley & Sons, Ltd., vol. 18(5), pages 527-544.
  7. Louis Lévy-Garboua & Claude Montmarquette, 2004. "Reported job satisfaction : What does it mean?," Université Paris1 Panthéon-Sorbonne (Post-Print and Working Papers) halshs-00203197, HAL.
  8. Alejandro Gaviria & Steven Raphael, 2001. "School-Based Peer Effects And Juvenile Behavior," The Review of Economics and Statistics, MIT Press, vol. 83(2), pages 257-268, May.
  9. James J. Choi & David Laibson & Brigitte C. Madrian & Andrew Metrick, 2003. "Optimal Defaults," American Economic Review, American Economic Association, vol. 93(2), pages 180-185, May.
  10. Levy-Garboua, Louis & Montmarquette, Claude & Simonnet, Veronique, 2007. "Job satisfaction and quits," Labour Economics, Elsevier, vol. 14(2), pages 251-268, April.
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