| 来源类型 | Discussion paper
|
| 规范类型 | 论文
|
| 来源ID | DP11705
|
| DP11705 Cognitive Skills, Noncognitive Skills, and School-to-Work Transitions in Rural China |
| Albert Park; Paul Glewwe
|
| 发表日期 | 2016-12-11
|
| 出版年 | 2016
|
| 语种 | 英语
|
| 摘要 | Economists have long recognized the important role of formal schooling and cognitive skills on labor market participation and wages. More recently, increasing attention has turned to the role of personality traits, or noncognitive skills. This study is among the first to examine how both cognitive and noncognitive skills measured in childhood predict educational attainment and early labor market outcomes in a developing country setting. Analyzing longitudinal data on rural children from one of China’s poorest provinces, we find that both cognitive and noncognitive skills, measured when children are 9-12, 13-16, and 17-21 years old, are important predictors of whether they remain in school or enter the work force at age 17-21. The predictive power of specific skill variables differ between boys and girls. Conditioning on years of schooling, there is no strong evidence that skills measured in childhood predict wages in the early years of labor market participation. |
| 主题 | Development Economics
; Labour Economics
|
| 关键词 | Cognitive
Noncognitive
Skills
Schooling
China
|
| URL | https://cepr.org/publications/dp11705
|
| 来源智库 | Centre for Economic Policy Research (United Kingdom)
|
| 资源类型 | 智库出版物
|
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/540519
|
推荐引用方式
GB/T 7714 |
Albert Park,Paul Glewwe. DP11705 Cognitive Skills, Noncognitive Skills, and School-to-Work Transitions in Rural China. 2016.
|
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