Are Sexual Promiscuity and Relationship Infidelity Linked to Different Personality Traits Across Cultures? Findings from the International Sexuality Description Project

Schmitt, David P.

doi:10.9707/2307-0919.1041

“…Source: The Conscientiousness ranks come from Schmitt et al (2007). These measures were taken in 2001 (Schmitt, 2002). The hours worked estimates come from Organisation of Economic Cooperation and Development (2001).…”

Section: Reference Biasmentioning

confidence: 99%

“…However, more recent evaluations report that gains in earnings fade away rather quickly and that the reduced crime effects came primarily during the program and only for the residential participants (Schochet et al, 2001(Schochet et al, , 2008. Annual Earnings (1995( Dollars) 1993( 1994( 1995( 2001( 2002 Year Treament − Control Earnings +/−SE Source: Estimates from Schochet et al (2008). Notes: The values in the graph are the difference between the annual earnings in the treatment group and the control group.…”

Section: Big Brothers Big Sistersmentioning

confidence: 99%

Fostering and Measuring Skills: Interventions That Improve Character and Cognition

Heckman¹,

Kautz

²

2013

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu This paper reviews the recent literature on measuring and boosting cognitive and noncognitive skills. The literature establishes that achievement tests do not adequately capture character skills -personality traits, goals, motivations, and preferences that are valued in the labor market, in school, and in many other domains. Their predictive power rivals that of cognitive skills. Reliable measures of character have been developed. All measures of character and cognition are measures of performance on some task. In order to reliably estimate skills from tasks, it is necessary to standardize for incentives, effort, and other skills when measuring any particular skill. Character is a skill, not a trait. At any age, character skills are stable across different tasks, but skills can change over the life cycle. Character is shaped by families, schools, and social environments. Skill development is a dynamic process, in which the early years lay the foundation for successful investment in later years. High-quality early childhood and elementary school programs improve character skills in a lasting and cost-effective way. Many of them beneficially affect later-life outcomes without improving cognition. There are fewer long-term evaluations of adolescent interventions, but workplace-based programs that teach character skills are promising. The common feature of successful interventions across all stages of the life cycle through adulthood is that they promote attachment and provide a secure base for exploration and learning for the child. Successful interventions emulate the mentoring environments offered by successful families. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S JEL Classification:D01, I20, J24

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“…The Conscientiousness ranks come from Schmitt et al (2007). These measures were taken in 2001 (Schmitt, 2002). The hours worked estimates come from the OECD (2001).…”

Section: Sourcesmentioning

confidence: 99%

Fostering and Measuring Skills

Kautz

¹

,

Heckman

²

,

Diris

³

et al. 2014

OECD Education Working Papers

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“…Source: The Conscientiousness ranks come from Schmitt et al (2007). These measures were taken in 2001 (Schmitt, 2002 These findings are relevant for constructing measurements of character skills. Achievement tests miss important skills, suggesting that students, teachers, and schools should not be evaluated solely by achievement tests.…”

Section: Reference Biasmentioning

confidence: 99%

Fostering and Measuring Skills Interventions That Improve Character and Cognition

Heckman¹,

Kautz²

2013

The Myth of Achievement Tests

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu This paper reviews the recent literature on measuring and boosting cognitive and noncognitive skills. The literature establishes that achievement tests do not adequately capture character skills -personality traits, goals, motivations, and preferences that are valued in the labor market, in school, and in many other domains. Their predictive power rivals that of cognitive skills. Reliable measures of character have been developed. All measures of character and cognition are measures of performance on some task. In order to reliably estimate skills from tasks, it is necessary to standardize for incentives, effort, and other skills when measuring any particular skill. Character is a skill, not a trait. At any age, character skills are stable across different tasks, but skills can change over the life cycle. Character is shaped by families, schools, and social environments. Skill development is a dynamic process, in which the early years lay the foundation for successful investment in later years. High-quality early childhood and elementary school programs improve character skills in a lasting and cost-effective way. Many of them beneficially affect later-life outcomes without improving cognition. There are fewer long-term evaluations of adolescent interventions, but workplace-based programs that teach character skills are promising. The common feature of successful interventions across all stages of the life cycle through adulthood is that they promote attachment and provide a secure base for exploration and learning for the child. Successful interventions emulate the mentoring environments offered by successful families. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S JEL Classification:D01, I20, J24

show abstract

Are Sexual Promiscuity and Relationship Infidelity Linked to Different Personality Traits Across Cultures? Findings from the International Sexuality Description Project

Cited by 14 publications

References 11 publications

Fostering and Measuring Skills: Interventions That Improve Character and Cognition

Fostering and Measuring Skills: Interventions That Improve Character and Cognition

Fostering and Measuring Skills

Fostering and Measuring Skills Interventions That Improve Character and Cognition

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