Personality and Labour Market Income: Evidence from Longitudinal Data

Viinikainen, Jutta; Kokko, Katja; Pulkkinen, Lea; Pehkonen, Jaakko

doi:10.1111/j.1467-9914.2010.00477.x

Cited by 53 publications

(45 citation statements)

References 50 publications

(77 reference statements)

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“…Extraversion refers to the individual's need for attention and social interaction, warmth, and gregariousness. As shown by Viinikainen et al (2010) and Nandi and Nicoletti (2009) it is positively associated with earnings. Openness to…”

Section: Measures Of Noncognitive Skillsmentioning

confidence: 87%

Variation of Learning Intensity in Late Adolescence and the Impact on Noncognitive Skills

2011

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Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW.Download this ZEW Discussion Paper from our ftp server:ftp://ftp.zew.de/pub/zew-docs/dp/dp11007.pdf Non-technical SummaryRecent research in economics reveals a substantial impact of personality traits or noncognitive skills on outcomes related to educational and labor market success. A virtue of these noncognitive skills compared to cognitive skills in terms of policy interventions is their malleability up to late adolescence. Therefore, the complete time at school may provide a crucial investment in the formation process of these skills, and returns on specific investments during that time are economically meaningful. German federal state, as a natural experiment. The reform was intended to reduce the time spent in higher secondary school by eliminating the final grade. Since the curriculum was roughly maintained, the reform gave rise to an increase in learning intensity.Our results show no significant effect of the increased learning intensity on any of the personality scores considered. To eliminate potential confounding effects, we control for a simultaneous age effect and for a possible trade-off between schooling and extracurricular investments. The results therefore promote that the development of personality in late adolescence does rather not depend on schooling investments. Das Wichtigste in Kürze University of Magdeburg Hendrik Thiel University of MagdeburgStephan L. Thomsen § University of Magdeburg & ZEW, MannheimThis version: January 27, 2011 AbstractDespite 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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Section: Measures Of Noncognitive Skillsmentioning

confidence: 87%

Variation of Learning Intensity in Late Adolescence and the Impact on Noncognitive Skills

2011

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“…Michel et al in his metaanalytic review have shown extroversion is related to negative work-nonwork spillover (β = -0.08), and is related to positive worknonwork spillover (β = 0.27) (28). Viinikainen et al by a longitudinal research on personality and unemployment, found that extroversion had negative associations with cumulative unemployment and the number of unemployment spells (9).…”

Section: Discussionmentioning

confidence: 99%

“…The results also indicated that neuroticism was significantly related to length of prior employment for people who had a high school education or less but not for people who had postsecondary education (31). Viinikainen et al by a longitudinal research on personality and unemployment, found that neuroticism was associated with longer durations of individual unemployment spells (9).…”

Section: Discussionmentioning

confidence: 99%

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A Comparative Study of Five Personality Factors among Employed and Unemployed People

Amir

Hamidreza

Jomehri

et al. 2015

Caspian.J.Neurol.Sci

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Background: Professional identity is a part of human identity and career has a beneficial impact on psychological health. The importance of personality in job achievement has also been increasingly concerned in economics. Objective: To compare the Big Five personality factors between employed and unemployed persons. Materials and Methods: This study was an applied cross sectional analytic descriptive research of a comparative type which was conducted from January 2012 to March 2012. The sample size was thirty in each group of employed and unemployed subjects, chosen randomly from male population of a city in the North of Iran with purposive sampling method. Age and education level of subjects were controlled according to labor market conditions. For collecting data, the NEO inventory was used; five factors of personality can be assessed by which. The data were analyzed by SPSS software version 19 through descriptive and inferential statistics using independent t-test. Results: A total of thirty employed and 30 unemployed men in the age range of 20-50 years participated in the study. The neuroticism score was higher in unemployed persons (p = 0.001). The openness score resulted in no significant difference between employed and unemployed people (p = 0.96). The scores of extroversion, agreeableness and conscientiousness were significantly higher among employed people rather the unemployed ones (p = 0.01, 0.001 and 0.01, respectively). Conclusion: Personality traits except openness have significant relationship with employment, neuroticism may have a negative relationship, and the other personality traits maybe in the positive relationships with employment.

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“…Connections have been documented between personality characteristics and years of schooling (for a review, see Almlund et al, 2011), the probability of obtaining a degree (Almlund et al, 2011;Carneiro et al, 2007;Coleman and DeLeire, 2003) and the probability of dropping out (Báron and Cobb-Clark, 2010;Coneus et al, 2008;Segal, 2006). In terms of labor market outcomes, significant linkages have been found between personality characteristics and earnings, occupational choices, labor force participation and employment (for example, Borghans et al, 2008;Bowles et al, 2001a,b;Braakmann, 2009;Heckman et al, 2006;Heineck, 2011;Linz and Semykina, 2009;Mueller and Plug, 2006;Nyhus and Pons, 2005;Osborne Groves, 2005;Semykina and Linz, 2007;Uysal and Pohlmeier, 2011;Viinikainen et al, 2010;Viinikainen and Kokko, 2012).…”

Section: Introductionmentioning

confidence: 99%

Labor market performance of dropouts: the role of personality

Viinikainen

Kokko

Pulkkinen

et al. 2014

Journal of Economic Studies

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Purpose – The purpose of this paper is to provide evidence on labor market careers of dropouts with various levels of education. Design/methodology/approach – The paper compares the labor market careers of dropouts and non-dropouts between ages 15 and 50 by using longitudinal data. The paper analyses how the results change when the authors control for differences in personality characteristics. Findings – The paper finds that dropping out diminishes one's success in the labor market but this connection is reduced when the model is augmented with personality. Dropouts seem to have or lack certain personality characteristics that are associated with labor market success. These findings suggest that dropping out is either an adverse signal of non-cognitive skills and, thus, work performance and productivity, or personality characteristics are related to preferences toward career and work orientation, or both. Originality/value – The paper analyses how the impact of dropping out on labor market outcomes changes when differences in personality characteristics are taken into account. The broad definition enables us to investigate how dropping out in general is related to labor market success.

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Personality and Labour Market Income: Evidence from Longitudinal Data

Cited by 53 publications

References 50 publications

Variation of Learning Intensity in Late Adolescence and the Impact on Noncognitive Skills

Variation of Learning Intensity in Late Adolescence and the Impact on Noncognitive Skills

A Comparative Study of Five Personality Factors among Employed and Unemployed People

Labor market performance of dropouts: the role of personality

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