Variation of learning intensity in late adolescence and the impact on noncognitive skills


Büttner, Bettina ; Thiel, Hendrik ; Thomsen, Stephan L.


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URL: http://ub-madoc.bib.uni-mannheim.de/3132
URN: urn:nbn:de:bsz:180-madoc-31329
Document Type: Working paper
Year of publication: 2011
Publication language: English
Institution: Sonstige Einrichtungen > ZEW - Leibniz-Zentrum für Europäische Wirtschaftsforschung
MADOC publication series: Veröffentlichungen des ZEW (Leibniz-Zentrum für Europäische Wirtschaftsforschung) > ZEW Discussion Papers
Subject: 330 Economics
Classification: JEL: I21 I28 J24 C21 ,
Subject headings (SWD): Persönlichkeitsfaktor , Non-Kognitivismus , Schulbildung , Sekundarstufe 2 , Fünffaktorenmodell der Persönlichkeit
Keywords (English): noncognitive skills , human capital formation , learning intensity , natural experiment , Big Five , Locus of Control , reciprocity , self-control
Abstract: 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.
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Das Dokument wird vom Publikationsserver der Universitätsbibliothek Mannheim bereitgestellt.




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Büttner, Bettina ; Thiel, Hendrik ; Thomsen, Stephan L. (2011) Variation of learning intensity in late adolescence and the impact on noncognitive skills. Open Access [Working paper]
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