Arbeitspapier
The causal impact of socio-emotional skills training on educational success
We study the long-term effects of a randomized intervention targeting children's socio-emotional skills. The classroom-based intervention for primary school children has positive impacts that persist for over a decade. Treated children become more likely to complete academic high school and enroll in university. Two mechanisms drive these results. Treated children show fewer ADHD symptoms: they are less impulsive and less disruptive. They also attain higher grades, but they do not score higher on standardized tests. The long-term effects on educational attainment thus appear to be driven by changes in socio-emotional skills rather than cognitive skills.
- Sprache
-
Englisch
- Erschienen in
-
Series: Working Paper ; No. 343
- Klassifikation
-
Wirtschaft
Field Experiments
Analysis of Education
Education and Inequality
Returns to Education
Human Capital; Skills; Occupational Choice; Labor Productivity
- Thema
-
Socio-emotional skills
randomized intervention
child development
school tracking
- Ereignis
-
Geistige Schöpfung
- (wer)
-
Sorrenti, Giuseppe
Zölitz, Ulf
Ribeaud, Denis
Eisner, Manuel
- Ereignis
-
Veröffentlichung
- (wer)
-
University of Zurich, Department of Economics
- (wo)
-
Zurich
- (wann)
-
2020
- DOI
-
doi:10.5167/uzh-186453
- Handle
- Letzte Aktualisierung
-
10.03.2025, 11:43 MEZ
Datenpartner
Dieses Objekt wird bereitgestellt von:
ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften - Leibniz-Informationszentrum Wirtschaft. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften - Leibniz-Informationszentrum Wirtschaft. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Objekttyp
- Arbeitspapier
Beteiligte
- Sorrenti, Giuseppe
- Zölitz, Ulf
- Ribeaud, Denis
- Eisner, Manuel
- University of Zurich, Department of Economics
Entstanden
- 2020
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