The Determinants of Earnings: A Behavioral Approach

Bowles, Samuel; Gintis, Herbert; Osborne, Melissa

doi:10.1257/jel.39.4.1137

Cited by 932 publications

(688 citation statements)

References 81 publications

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“…Socio-demographic control variables-Control variables were included for five sociodemographic variables known to predict earnings (13,14): age at interview, sex, race-ethnicity (Non-Hispanic White, Non-Hispanic Black, Hispanic, Other), Census region (Northeast, Midwest, South, West), and urbanicity (Major Metropolitan Area, other urbanized areas, rural areas). Rice et al and Harwood et al also controlled respondent education, marital status, and number of household members.…”

Section: Methodsmentioning

confidence: 99%

Individual and Societal Effects of Mental Disorders on Earnings in the United States: Results From the National Comorbidity Survey Replication

Kessler¹,

Heeringa²,

Lakoma³

et al. 2008

AJP

403

260

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Objective-To update estimates of the associations between mental disorders and earnings from those of Rice et al. for 1985and Harwood et al. for 1992. Current estimates, for 2002, are based on data from the National Comorbidity Survey Replication (NCS-R).Methods-The NCS-R is a nationally representative survey of the US household population administered in 2001-03. Following the same basic approach as the prior studies, with some modifications to improve model-fitting, we predicted personal earnings in the 12 months before interview from information about 12-month and lifetime DSM-IV mental disorders among respondents ages 18-64, controlling for socio-demographics and substance disorders. We used conventional demographic rate standardization methods to distinguish predictive effects of mental disorders on amount earned by people with earnings from predictive effects on probability of having any earnings.Results-Twelve-month DSM-IV serious mental illness (SMI) significantly predicted reduced earnings. Other 12-month and lifetime DSM-IV/CIDI disorders did not. Respondents with SMI had 12-month earnings averaging $16,306 less than other respondents with the same values on control variables ($26,435 among males; $9,302 among females), for a societal-level total of $193.2 billion. Of this total, 75.4% was due to reduced earnings among mentally ill people with any earnings (79.6% males; 69.6% females). The remaining 24.6% was due to reduced probability of having any earnings.Conclusions-These results add to a growing body of evidence that mental disorders are associated with substantial societal-level impairments that should be taken into consideration in making decisions about the allocation of treatment and research resources.Send reprint comments to

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Section: Methodsmentioning

confidence: 99%

Individual and Societal Effects of Mental Disorders on Earnings in the United States: Results From the National Comorbidity Survey Replication

Kessler¹,

Heeringa²,

Lakoma³

et al. 2008

AJP

403

260

View full text Add to dashboard Cite

show abstract

“…Though many studies have shown that social and behavioral skills are associated with academic achievement and attainment (Alexander et al, 2003;Ladd, Birch, and Buhs, 1999;Nor-3 mandeau and Guay, 1998;Raver et al, 2005;Trzesniewski et al, 2006), scholars continue to debate the specific skills that matter, the size of their effects, and the extent to which they explain gaps in educational achievement by race, class, and gender (Bowles, Gintis, and Osborne, 2001;Borghans et al, 2008;Murnane, Willett, and Levy, 1995). In a series of papers, Heckman and colleagues argue that parents influence the development of social and behavioral as well as cognitive skills, and that interventions such as enriched child-care centers (e.g., the Perry preschool program) boosted social and behavioral skills of children, and improved academic performance through this vehicle (Heckman and Rubenstein, 2001;Cawley, Heckman, and Vytlacil, 2001;Carneiro and Heckman, 2003;Cunha et al, 2006;Heckman and Masterov, 2007;Heckman, Stixrud, and Urzua, 2006;Urzua, 2006).…”

Section: Social/behavioral Skills Academic Achievement and Gendermentioning

confidence: 99%

Social and behavioral skills and the gender gap in early educational achievement

DiPrete

Jennings²

2012

Social Science Research

288

221

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“…Economists currently try to identify determinants of labor market success other than observable formal degrees (see Bowles et al (2001) for an overview). One important factor might be the specific use of leisure time by successful workers.…”

Section: Introductionmentioning

confidence: 99%

Loafing or learning?—the demand for informal education

Fahr¹

2005

European Economic Review

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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. Terms of use: Documents in Loafing or Learning? The Demand for Informal EducationRené Fahr The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent, nonprofit limited liability company (Gesellschaft mit beschränkter Haftung) supported by Deutsche Post World Net. The center is associated with the University of Bonn and offers a stimulating research environment through its research networks, research support, and visitors and doctoral programs. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. The current research program deals with (1) mobility and flexibility of labor, (2) internationalization of labor markets, (3) welfare state and labor market, (4) labor markets in transition countries, (5) the future of labor, (6) evaluation of labor market policies and projects and (7) general labor economics. D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available on the IZA website (www.iza.org) or directly from the author. Using detailed time use data for Germany a positive correlation is found between the level of schooling education and time investments in informal education. Two hypotheses explain this observation: (1) highly educated people have higher opportunity costs of their leisure time and thus prefer leisure activities which add to their market productivity (wage effect) and (2) highly educated people have a preference for 'high quality' leisure (taste effect). The demand for informal education is derived in a household production model accounting for both explanations. An empirical investigation finds evidence for both effects with the taste effect being the more important effect. Highly educated people accumulate human capital through their specific leisure time use. This increases the skill-gap between higher and lower educated people.JEL Classification: C24, D13, J22, J24

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The Determinants of Earnings: A Behavioral Approach

Cited by 932 publications

References 81 publications

Individual and Societal Effects of Mental Disorders on Earnings in the United States: Results From the National Comorbidity Survey Replication

Individual and Societal Effects of Mental Disorders on Earnings in the United States: Results From the National Comorbidity Survey Replication

Social and behavioral skills and the gender gap in early educational achievement

Loafing or learning?—the demand for informal education

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