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Contribution Details
| Type | Working Paper |
| Scope | Discipline-based scholarship |
| Title | The causal impact of socio-emotional skills training on educational success |
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| Institution | University of Zurich |
| Series Name | Working paper series / Department of Economics |
| Number | 343 |
| ISSN | 1664-705X |
| Number of Pages | 86 |
| Date | 2020 |
| Abstract Text | 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. |
| Other Identification Number | merlin-id:19286 |
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| Keywords | Socio-emotional skills, randomized intervention, child development, school tracking, Affektive Entwicklung, Kognitive Entwicklung, Schulleistung, Experiment |
| Additional Information | Auch publiziert als URPP Equality of Opportunity Discussion Paper No. 36: https://www.zora.uzh.ch/id/eprint/255977/ |