An examination of paternal and maternal intergenerational transmission of schooling

Pronzato, Chiara

doi:10.1007/s00148-010-0311-2

Cited by 67 publications

(39 citation statements)

References 27 publications

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“…Moreover, using data on monozygotic twin parents, Behrman and Rosenzweig (2002) found no effects of mothers' schooling on children's schooling. Similar results were obtained in Holmlund et al (2011) andPronzato (2010), using samples of pooled MZ and DZ twins in Sweden and Norway, respectively.…”

Section: Related Literaturesupporting

confidence: 81%

The intergenerational transmission of human capital: the role of skills and health

2018

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We provide new evidence on some of the mechanisms reflected in the intergenerational transmission of human capital. Applying both an adoption and a twin design to rich data from the Swedish military enlistment, we show that greater parental education increases sons' cognitive and non-cognitive skills, as well as their health. The estimates are in many cases similar across research designs and suggest that a substantial part of the effect of parental education on their young adult children's human capital works through improving their skills and health.

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Section: Related Literaturesupporting

confidence: 81%

The intergenerational transmission of human capital: the role of skills and health

2018

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“…Although parental education is not the only factor that predicts children's progress, education can change the outcomes. On the other hand, children who have parents with lower levels of education may have less opportunity in cultivating their talents (32,33). However, education alone cannot be considered a factor for children's progress.…”

Section: Discussionmentioning

confidence: 99%

Self-Efficacy, Achievement Motivation, and Academic Progress of Students with Learning Disabilities: A Comparison with Typical Students

Seyed

Salmani

Nezhad

et al. 2017

Middle East J Rehabil Health Stud

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Introduction: Many factors including self-efficacy and achievement motivation can affect children's academic progress. Studies have shown that socioeconomic status can affect people's life, education, and vocation. However, not many studies looked at the relations between the intrinsic factors and socioeconomic status, and between these 2 categories and students' academic progress in children with learning disabilities. Thus, the present study aimed at examining self-efficacy, achievement motivation, and academic progress of students with learning disabilities compared with typical students and looking for any possible relation between these variables and socioeconomic status (parental education and occupation). Methods: This was a cross sectional study, which included 34 students with learning disabilities and 32 typical students matched on age, gender, and school grade. The participants answered Sherer et al.'s self-efficacy scale (1982) and Herman's achievement motivation questionnaire (2000). Students' academic progress was evaluated based on the descriptive scores in the first semester. Conclusions:Lower levels of self-efficacy and achievement motivation in students with learning disabilities indicate that relying on only Individualized Educational Program cannot solve problems of these children. The relations between academic progress and different factors (intrinsic and environmental) suggest a complex explanation for the children's lower academic progress.

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“…Other authors exploit datasets in which either twins or adopted children are present to use a fixed effect approach. The presence in a dataset of individuals that share the same genetic traits but that live in different families (for example the children of twins, as in Behrman and Rosezweig, 2002, in Currie and Moretti, 2007, and in Pronzato, 2011 or that have a common family background, but did not receive the same genetic transmission (for example natural and adopted children as in Plug, 2004) or, finally, individuals for which information is available for both natural and adoptive parents (as in Bjorklund et al, 2006) allows to disaggregate the effects of genetic transmission form the effects of family environment.…”

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confidence: 99%

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confidence: 99%

On Intergenerational Transmission of Reading Habits in Italy: Is a Good Example the Best Sermon?

2011

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The intergenerational transmission of preference and attitudes has been less investigated in the literature than the intergenerational transmission of education and income. Using the Italian Time Use Survey (2002Survey ( -2003 conducted by ISTAT, we analyse the intergenerational transmission of reading habits: are children more likely to allocate time to studying and reading when they observe their parents doing the same activity? The intergeneration transmission of attitudes towards studying and reading can be explained by both cultural and educational transmission from parents to children and by imitating behaviours. The latter channel is of particular interest, since it entails a direct influence parents may have on child's preference formation through their role model, and it opens the scope for active policies aimed at promoting good parents' behaviours. We follow two fundamental approaches to estimation: a "long run" model, consisting of OLS intergenerational type regressions for the reading habit, and "short run" household fixed effect models, where we aim at identifying the impact of the role model exerted by parents, exploiting different exposure of sibling to parents' example within the same household. Our long run results show that children are more likely to read and study when they live with parents that are used to read. Mothers seem to be more important than fathers in this type of intergenerational transmission. Moreover, the short run analysis shows that there is an imitation effect: in the day of the survey children are more likely to read after they saw either the mother or the father reading. JEL Codes: J13 J22 J24 C21Keywords: intergenerational transmission of preferences, parental role model, imitation, household fixed effectsWe would like to thank Elena Argentesi, Pedro Carneiro, Margherita Fort, Virginia Hernanz, Andrea Ichino, Cheti Nicoletti, Giulio Zanella, and the participants at the Iza/Sole 10th Transatlantic meeting, the Zew Labour Market Seminar, the ISER JESS Seminar, the EALE 2011 Conference. We acknowledge the financial and technical support from Collegio Carlo Alberto (project "Children Outcomes"). 2 1.IntroductionThe intergenerational transmission has been the object of a great deal of attention in the economic literature, mainly for its effect on mobility across generations. In fact, most of the research focused on intergenerational transmission of education and income 1 and, more recently, on the transmission of cognitive abilities 2 .Another stream of literature has studied the intergenerational transmission of preferences, habits and attitudes. Lindbeck and Nyberg (2006) analyse the transmission of norms related to work; Alvarez and Miles (2008) look at children's attitude to women work and domestic tasks while Dohmen et al. (2011) show how parents transmit to their children risk and trust attitudes.The recent development of time use data makes it possible to look at the transmission across generations of behaviours such as time use choices, a topic on which the e...

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An examination of paternal and maternal intergenerational transmission of schooling

Cited by 67 publications

References 27 publications

The intergenerational transmission of human capital: the role of skills and health

The intergenerational transmission of human capital: the role of skills and health

Self-Efficacy, Achievement Motivation, and Academic Progress of Students with Learning Disabilities: A Comparison with Typical Students

On Intergenerational Transmission of Reading Habits in Italy: Is a Good Example the Best Sermon?

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