Locus of Control and Human Capital Investment Revisited

Çebi, Merve

doi:10.3368/jhr.xlii.4.919

Cited by 114 publications

(102 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Coleman and Deleire (2003) use NELS1988 to incorporate locus of control into a human capital investment model and show that teenagers with internal locus of control are more likely to make educational investments, such as complete high school and attend a fouryear college. On the other hand, Cebi (2007) replicates the Coleman and Deleire (2003) study using NLSY and suggest that locus of control is not a significant determinant of educational outcomes, even if it is rewarded in the labour market. Lundberg (2013) analyses the impact of cognitive ability and personality traits on college graduation in a recent cohort of young Americans, and how the returns to these traits vary by family background.…”

Section: Table 1 Herementioning

confidence: 78%

“…Coleman and Deleire (2003) NELS Probit A standard deviation increase in youths' sense of control results in a 2 to 3pp increase in the probability of completing high school. Cebi (2007) NLSY Probit A standard deviation increase in locus of control increases hourly wages by 2. 1 percent.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Existing studies mostly rely on relatively dated data (for example NLSY1979 for Heckman et al, 2006 andCebi, 2007; NELS1988 for Coleman and Deleire, 2003; UK NCDS1958 for Carneiro et al, 2007), or do not have a specific focus on adolescents (Chamorro et al, 2003;Delaney et al, 2013). Secondly, we have a great deal of information on test scores by subject at different ages, including students' choices of subjects which are very important for entry into higher education.…”

Section: Introductionmentioning

confidence: 99%

“…We use this information to investigate the role of different personality traits on choice of study and performance. The existing literature is mostly focused on the broad effect of personality on education, using indicators such as years of schooling, or college graduation (Heckman et al 2006;Coleman and Deleire, 2003;Cebi, 2007) and focusing on the role of one specific personality trait, such as locus of control or conscientiousness (Baron and Cobb-Clark, 2010). Thirdly we use propensity score matching (PSM) to investigate the relationship between personality and High School performance as well as OLS estimation, and we examine the robustness of our results using the methodology proposed by Altonji et al (2005) (the AET method).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The effect of personality traits on subject choice and performance in high school: Evidence from an English cohort

Mendolia

Walker

2014

Economics of Education Review

View full text Add to dashboard Cite

Abstract:This paper investigates the relationship between personality traits in adolescence and performance in high school using a large and recent cohort study. In particular, we investigate the impact of locus of control, self-esteem, and work ethics at age 15, on test scores at age 16, and on subject choices and subsequent performance at age 17-18. In particular, individuals with external locus of control or with low levels of self-esteem seem less likely to have good performance in test scores at age 16 and to pursue further studies at 17-18, especially in mathematics or science.We use matching methods to control for a rich set of adolescent and family characteristics and we find that personality traits do affect study choices and performance in test scores -particularly in mathematics and science. We explore the robustness of our results using the methodology proposed by Altonji et al. (2005) that consists in making hypotheses about the correlation between the unobservables that determine test scores and subjects' choices and the unobservables that influence personality.

show abstract

Section: Table 1 Herementioning

confidence: 78%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The effect of personality traits on subject choice and performance in high school: Evidence from an English cohort

Mendolia

Walker

2014

Economics of Education Review

View full text Add to dashboard Cite

show abstract

“…Cameron and Heckman, 1993;Green and Riddell, 2003;Bronars and Oettinger, 2006;Anger and Heineck, 2008). Substantial returns to cognitive abilities have been found even when taking into account individuals' background characteristics and non-cognitive skills (Heckman et al, 2006;Mueller and Plug, 2006;Cebi, 2007;Heineck and Anger, 2008) which indicates that cognition plays an important role in socio-economic analyses. A recent article by Hanushek and Woessmann (2008) provides a broad overview of the literature on cognitive skills, emphasizing the importance of a population's cognitive abilities for economic growth.…”

Section: Literature Reviewmentioning

confidence: 99%

Do smart parents raise smart children? The intergenerational transmission of cognitive abilities

2009

View full text Add to dashboard Cite

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. Terms of use: Documents in SOEPpapers on Multidisciplinary Panel Data Research at DIW BerlinThis series presents research findings based either directly on data from the German SocioEconomic Panel Study (SOEP) or using SOEP data as part of an internationally comparable data set (e.g. CNEF, ECHP, LIS, LWS, CHER/PACO). SOEP is a truly multidisciplinary household panel study covering a wide range of social and behavioral sciences: economics, sociology, psychology, survey methodology, econometrics and applied statistics, educational science, political science, public health, behavioral genetics, demography, geography, and sport science.The decision to publish a submission in SOEPpapers is made by a board of editors chosen by the DIW Berlin to represent the wide range of disciplines covered by SOEP. There is no external referee process and papers are either accepted or rejected without revision. Papers appear in this series as works in progress and may also appear elsewhere. They often represent preliminary studies and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be requested from the author directly. Mohrenstr. 58, 10117 Berlin, Germany, sanger@diw.de, Tel: +49-30-89789-526, Fax: +49-30-89789-109 b Institute for Employment Research (IAB), Weddigenstr. 20-22, 90478 Nuremberg, Germany, guido.heineck@iab.de, Tel: +49-911-179-3105, Fax: +49-911-179-1479 ABSTRACTComplementing prior research on income mobility and educational transmission, we provide evidence on the intergenerational transmission of cognitive abilities using data from the German Socio-Economic Panel Study. Our estimates suggest that individuals' cognitive skills are positively related to the abilities of their parents, even when educational attainment and family background is controlled for. We differentiate between mothers' and fathers' IQ transmission and find different effects on the cognition of sons and daughters. We show that cognitive skills which are based on past learning are more strongly transmitted from parents to children than cognitive skills which are related to innate abilities. Our findings are not compatible with a pure genetic model, but rather point to the importance of parental investments for the cognitive outcomes of children. JEL:J10, J24, I20

show abstract

Who is resilient in a time of crisis? The importance of financial and non‐financial resources

2021

View full text Add to dashboard Cite

Enhancing population resilience to adverse events is now a policy priority. Accordingly, there have been calls for more evidence on the determinants of resilience. We answer this call by identifying financial and non‐financial resources associated with psychological resilience during the COVID‐19 pandemic. Using longitudinal survey data, psychological resilience is measured by comparing distress reported pre‐COVID‐19 with distress reported during the outbreak and initial lockdown in April 2020. Methodologically, we compare differences in resilience and resources between people with identical gender, ethnicity, health, parenthood status, education, employment status, and region of residence (all measured pre‐2020). We also provide estimates from within‐household comparisons. Surprisingly, income, savings, and debt levels did not affect the likelihood of psychologically resilient outcomes. Cognitive ability, religiosity, and neighborhood social capital also had no protective effect. In contrast, we find robust evidence that non‐cognitive skills, measured by self‐efficacy, strongly protected against psychological distress. Self‐efficacy also dampened the increase in distress caused by large earnings shocks. These findings support investments in non‐cognitive skills that modify the damage‐function from adverse events.

show abstract

Locus of Control and Human Capital Investment Revisited

Cited by 114 publications

References 5 publications

The effect of personality traits on subject choice and performance in high school: Evidence from an English cohort

The effect of personality traits on subject choice and performance in high school: Evidence from an English cohort

Do smart parents raise smart children? The intergenerational transmission of cognitive abilities

Who is resilient in a time of crisis? The importance of financial and non‐financial resources

Contact Info

Product

Resources

About