Variation of learning intensity in late adolescence and the effect on personality traits

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Authors

  • Hendrik Thiel
  • Stephan L. Thomsen
  • Bettina Büttner

Research Organisations

External Research Organisations

  • Otto-von-Guericke University Magdeburg
  • Lower Saxony Institute of Economic Research (NIW)
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Details

Original languageEnglish
Pages (from-to)861-892
Number of pages32
JournalJournal of the Royal Statistical Society. Series A: Statistics in Society
Volume177
Issue number4
Publication statusPublished - 3 Sept 2014

Abstract

Empirical studies have shown plasticity of personality traits until early adulthood. The extent to which schooling is a crucial determinant in this context has not yet been analysed coherently. Although they have left the curriculum largely unchanged, most German states have abolished the final year of higher secondary schooling to enable earlier graduation. We use this exogenous shift in policy in one German federal state to evaluate the effects of an increase in the amount of curriculum per unit of time on different personality traits. The results indicate that the development of personality does not depend on schooling characteristics at that particular age.

Keywords

    Human capital formation, Learning intensity, Natural experiment, Non-parametric item response model, Personality traits

ASJC Scopus subject areas

Cite this

Variation of learning intensity in late adolescence and the effect on personality traits. / Thiel, Hendrik; Thomsen, Stephan L.; Büttner, Bettina.
In: Journal of the Royal Statistical Society. Series A: Statistics in Society, Vol. 177, No. 4, 03.09.2014, p. 861-892.

Research output: Contribution to journalArticleResearchpeer review

Download
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