Unobserved Heterogeneity in Overeducation Models: Is Personality More Important than Ability?

Tarvid, Alexander

doi:10.1016/s2212-5671(13)00084-1

Cited by 14 publications

(8 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They implicitly assume that all youths with the same level of education and skills are perfect substitutes in the labor markets and that the assignment of youths between employed and unemployed groups is a totally random process. However, as pointed out by Chevalier (2003) and Tarvid (2013), in addition to observed factors in

Z_{i}

, some unobserved individual‐ or job‐specific factors might also make the employed youth a better matched or mismatched candidate for the job. For instance, ability and personality attributes as well as the environment in which the youth was born and or brought up have been found to significantly explain mismatch probabilities (Allen & van der Velden, 2001; Chevalier & Lindley, 2009).…”

Section: Methodsmentioning

confidence: 98%

‘Mind the mismatch?’ Incidence, drivers, and persistence of African youths' skill and educational mismatches

Morsy

Mukasa

2020

African Development Review

View full text Add to dashboard Cite

This paper examines the incidence, drivers, and persistence of skill and educational mismatches among employed youths from 10 African countries surveyed between 2012 and 2015. Results indicate that, unlike most findings from developed countries, underskilling and undereducation are more prevalent among the youth than overskilling and overeducation. The levels of education of the youth and their parents, the field of study, the quality of job and the firm size are found to be key predictors of job mismatches. Our results also show that the perspective of unemployment has a scarring effect for underskilled youths but a stepping-stone effect for overskilled and overeducated. Using a pseudo-panel approach, skill and educational mismatches of youths are found to be persistent over time and the likelihood of transitioning into education matching jobs is significantly increasing with the levels of education.

show abstract

Z_{i}

Section: Methodsmentioning

confidence: 98%

‘Mind the mismatch?’ Incidence, drivers, and persistence of African youths' skill and educational mismatches

Morsy

Mukasa

2020

African Development Review

View full text Add to dashboard Cite

show abstract

“…Personality traits also affect the risk of overeducation and frequently are more important than ability (Blázquez and Budría 2012;Tarvid 2013). Empirical evidence about gender effects has been mixed, with roughly equal number of studies concluding that women have a higher skills mismatch risk than men (Aleksynska and Tritah 2013;Baert et al 2013;Betti et al 2011;Karakaya et al 2007;Ramos and Sanromá 2013;Tani 2012;Verhaest and Omey 2010;Verhaest and Van der Velden 2013) as those finding no difference across sex (Blázquez and Budría 2012;Büchel and van Ham 2003;Chevalier 2003;Chevalier and Lindley 2009;Frei and Sousa-Poza 2012;Frenette 2004;Støslashren and Wiers-Jenssen 2010;Wirz and Atukeren 2005); a few studies result in men being at a relative disadvantage (European Commission 2012;Kiersztyn 2013).…”

Section: Determinants Of Job Polarization and Skills Mismatchmentioning

confidence: 99%

“…Personality is another important source of unobserved heterogeneity, but it was used by only two studies in the context of mismatch (Blázquez and Budría 2012;Tarvid 2013). Tarvid (2013) showed that personality is an important predictor of overeducation and frequently performs better than ability.…”

Section: Polarization and Individual-level Skills Mismatchmentioning

confidence: 99%

Imbalanced Job Polarization and Skills Mismatch in Europe

Sparreboom

Tarvid

2016

J Labour Market Res

Self Cite

View full text Add to dashboard Cite

This paper considers the education of the labour force based on an analysis of trends in and the relationships between job polarization and skills mismatch. Both job polarization and skills mismatch have become topics of increasing interest, but relationships between the two have been relatively neglected in the literature. We argue that the relationship between polarization and skills mismatch is an empirical matter, which we analyse at both the macroeconomic and microeconomic level in European countries. A novel job polarization index (JPI) is proposed to measure imbalanced job polarization. It takes into account not only the change in the share of medium-level jobs, as is typical for measuring pure polarization, but also the imbalance between the change in high-level and low-level jobs. Skills mismatch at macrolevel is measured by a skills mismatch index (SMI), while traditional measures of undereducation and overeducation are used at the microeconomic level. At the macroeconomic level, we estimate a system of two equations, one for each of the country-level variables gauging polarization and mismatch, respectively. Imbalanced job polarization measured Electronic supplementary material The online version of this article (doi:10.1007/s12651-016-0196-y) contains supplementary material, which is available to authorized users.Responsibility for opinions expressed in this paper rests solely with the authors and does not constitute an endorsement by the ILO. by the JPI negatively affects skills mismatch at the macroeconomic level (SMI), but there is no significant reverse effect. Thereafter we consider the microeconomic level and study the determinants of mismatch using multi-level mixed effects logistic models. The effect of imbalanced job polarization on individual-level mismatch was arguably favourable for individuals in non-crisis time, decreasing overeducation risk although also increasing the chances of undereducation, both gauged using the normative measure, but unfavourable during the global financial crisis of 2008-2009 and the following two years.

show abstract

“…For example, one reason for prolonged studies is that students want to study extensively, and this may guarantee their employment (Dolton & Silles, 2008;. This kind of overeducation can also hinder the smoothness of studies in many levels, such as studies that are too burdensome, consecutive fatigue, and imbalance between studies and other areas of life Sánchez-Sánchez & McGuinness, 2015;Tarvid, 2013). However, for some students, other areas of life may leave studies in the shadow .…”

Section: From Students To Teachersmentioning

confidence: 99%

The Psychology of Study Success in Universities

Määttä¹,

Uusiautti²

2017

View full text Add to dashboard Cite

Universities around the world are under increasing pressure to maintain high levels of graduation and to make study processes as efficient as possible, with teachers and students struggling to meet the expectations placed upon them as a result. The Psychology of Study Success in Universities asks whether it is possible to meet these demands at the same time as protecting the well-being of students. Drawing on an extensive and detailed analysis of study success in universities in Finland, the authors of this thought-provoking work argue that universities should be more concerned with students' satisfaction and place greater weight on students' perceptions of the elements that enhance or hinder their success. The book provides a multidimensional picture of the student-and teachingrelated factors that promote study success. Giving voice to graduate students, including those enrolled a PhD program, the authors look at the resources that students have at their disposal to establish what inspires and motivates the students, what slows them down, and what kinds of experiences students have of successful studies. Määttä and Uusiautti present a wealth of high-quality research showing that good teaching and successful study processes can be secured by immediate and caring interaction, flexible and student-centred teaching and supervision, and interdisciplinary collaboration between teachers. The Psychology of Study Success in Universities is essential reading for academics, researchers, and postgraduate students in the fields of education and psychology, as well as for those interested in positive psychology, student well-being, and pedagogical studies.

show abstract

Unobserved Heterogeneity in Overeducation Models: Is Personality More Important than Ability?

Cited by 14 publications

References 14 publications

‘Mind the mismatch?’ Incidence, drivers, and persistence of African youths' skill and educational mismatches

‘Mind the mismatch?’ Incidence, drivers, and persistence of African youths' skill and educational mismatches

Imbalanced Job Polarization and Skills Mismatch in Europe

The Psychology of Study Success in Universities

Contact Info

Product

Resources

About