Education is the socioeconomic variable that has the greatest impact on cultural participation. A higher level of education leads to greater interest and taste for culture increasing the demand of culture. But education can also indirectly affect cultural consumption because the higher the level of education, the higher the expected income and, therefore, the greater the cultural consumption. In this paper, we analyze the effect of education on cultural consumption once the impact of income is controlled for. Using information on attendance to cinema, performing arts and visits to sites of cultural interest, we analyze how the effect of education changes between these activities. To do so, we estimate a Zero Inflated Ordered Probit (ZIOP) using the 2006 and 2015 Spanish modules of the European Union Statistics on Income and Living Conditions (EU-SILC). We find that the effect of education varies between activities, being its marginal effect more relevant for highbrow activities than for popular culture. On the contrary, given a certain level of education, an increase in income will bring more people to the cinema than to theaters or museums. This result is consistent with the idea that highbrow cultural consumption involves the comprehension of more complex symbolic elements, and individuals' decoding abilities depend more on education than on income.

In this paper, the relation between live and online highbrow performing arts consumption is examined. Specifically, we analyse whether restrictions on live cultural participation can be overcome by online consumption and the differences in the profiles of live and online consumers. To this end, using the Survey of Cultural Habits and Practices in Spain 2014-2015, two Bivariate Probit models using information about online and live consumption of highbrow performing arts in Spain are estimated. We separately analyse theatre and musical performing arts (ballet, opera, Spanish operetta and classical music concerts). Our results show that the profiles of live and online cultural consumers differ. However, we also find a complementarity effect between live and online consumption. Therefore, the online channel could be a valuable tool for spreading access to culture that might overcome some restrictions on live cultural participation, such as high prices and time constraints. Alternatively, if this is true only for people already consuming culture but not attracting new consumers, the online channel would help just to reproduce old patrons of inequality in cultural access but not to democratize highbrow culture.

In this paper, we analyze the effect of the time spent on reading for leisure (when the motivation is intrinsic) on the time devoted to reading for job-related or educational purposes (when the motivation is extrinsic). To do so, we use the Cultural Habits and Practices Survey conducted by the Ministry of Education and Culture of Spain in 2014-2015. As the main determinants of the time spent on intrinsic reading, we consider the time devoted to extrinsic reading, sociodemographic characteristics, labor situation, participation in other leisure activities and an index of cultural capital at home. We estimate a Heckman model that allows us to control for self-selection. Results show that the time devoted to intrinsic reading mainly depends on the time spent on reading with extrinsic motivation, human capital and cultural background. Reading with extrinsic motivation increases the likelihood of intrinsic reading but reduces the time allocated to it. Therefore, our results suggest a substitution pattern between time spent reading for leisure and reading with extrinsic motivation.

The analysis of residential water demand has long attracted attention from researchers. However, the central topics at issue have evolved considerably, transitioning from estimating price and income elasticities to using experimental techniques that assess how to motivate households towards water conservation. In this literature review, we contribute to the existing literature by giving an updated overview of the state of the art in the central topics regarding residential water demand. Moreover, we present some interesting lines of research to be explored in the future. Thus, we first review some traditional key drivers of residential water demand. Second, we discuss the role of public policies when managing residential water demand, paying special attention to pricing tools. Next, we briefly review some of the methodological issues with respect to traditional econometrics and discuss related modeling. We then discuss the role of experimental designs and nudging on residential water use. Finally, we include a summary of the main literature findings, and close the discussion introducing some emerging and promising research topics.

In this paper, we analyze the determinants of cultural participation in four European countries, particularly focusing on education and income. Using data from the 2015 modules of the European Union Statistics on Income and Living Conditions (EU-SILC) for Spain, Italy, France and Germany, we estimate a Zero Inflated Ordered Probit (ZIOP) to model participation in two cultural activities: attendance to cinema and visits to sites of cultural interest. We find that the effect of education varies between cinema and cultural visits, being its marginal effect more relevant for the last. On the contrary, given a certain level of education, an increase in income will bring more people to the cinema. ResumenEn este artículo se analizan los determinantes de la participación cultural en cuatro países europeos, prestando particular atención al papel de la educación y la renta. Utilizando datos del módulo de 2015 de la Encuesta Europea de Ingresos y Condiciones de vida (EU-SILC) para España, Italia, Francia y Alemania, se estima un modelo Probit Ordenado con Inflación de Ceros (ZIOP) para modelizar la participación en dos actividades culturales distintas: asistencia al cine y visitas a lugares de interés cultural. Nuestros resultados muestran que el efecto de la educación varía entre la participación en las dos actividades, siendo su efecto marginal más importante para las visitas a lugares de interés cultural. Por otro lado, dado un determinado nivel educativo, un aumento de la renta hace que los individuos acudan más al cine.Palabras clave: participación cultural, educación, cine, museos. Clasificación JEL: Z11.