G2TT
来源类型Discussion paper
规范类型论文
来源IDDP11705
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
URLhttps://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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