Variation of learning intensity in late adolescence and the impact on noncognitive skills
Despite 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.
|Date of creation:||2011|
|Date of revision:|
|Contact details of provider:|| Postal: L 7,1; D - 68161 Mannheim|
Web page: http://www.zew.de/
More information through EDIRC
When requesting a correction, please mention this item's handle: RePEc:zbw:zewdip:11007. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (ZBW - German National Library of Economics)
If references are entirely missing, you can add them using this form.