Analyzing the distributions of wages for whites, blacks and Hispanics reveals the existence of a wage gap throughout the distribution. There are also clear cognitive and noncognitive skill differences across groups. Do differences in the distributions of these skills explain differences in the distributions of wages? Do predicted distributions of wages resulting from rewarding blacks and Hispanics as if they were white help explain the observed wage gap? Using data from the NLSY79, I look at the impacts of noncognitive skills on wages for blacks, Hispanics and whites. I estimate the entire distribution of wages conditional on skills for blacks and Hispanics to see if there is a difference in wages individuals with the same level of cognitive and noncognitive skills. I find that all cognitive and noncognitive measures examined are important in explaining the wage penalty paid by blacks and Hispanics and that, for blacks, predicting their wages conditional on skills approximates the distribution of actual wages. Do employers recognize noncognitive skills at the onset (interview) or is there a learning process? How does learning about these noncognitive skills occur over time? This paper uses data from the NLSY79 to incorporate measures of noncognitive skills into a model of employer learning described originally by Altonji Pierret (2001). Measures of noncognitive skills include the Rosenberg Self Esteem Score, the Rotter Locus of Internal Control Score, the Coding Speed Score, and the CES-Depression Scale. I find that employers observe an initial signal of self esteem and schooling and that, over time, employers learn about cognitive skills and motivation, placing less emphasis on these initial observations. Does learning transfer perfectly across employers or is there a degree to which learning resets as employees change jobs throughout their careers? In this paper, I use data from the NLSY79 to look for evidence of asymmetric employer learning. I use tests developed by Schonberg (2007) and Pinkston (2009) to look for asymmetric learning in the model from Altonji Pierret (2001) augmented in Petre (2013b) to incorporate noncognitive skills in addition to cognitive skills. I find mixed evidence that learning done by a prior employer might not transfer completely to a new employer. / text

No description available.

Research has shown that emotional intelligence is becoming an essential area of study to determine a person's potential for overall success as well as success in the workplace. Although noncognitive skills are not always a factor that leaders use in determining workplace efficiency, these skills may impact productivity. The purpose of this single case study was to explore the impact of noncognitive skills and the perception administrators and employees have regarding skills that are critical to their jobs and work performance. The conceptual framework used for this study was the emotional intelligence theory authored by Daniel Goleman in 1995, which studied personality qualities. The population consisted of 5 managerial staff members and 20 employees within the public university sector. The selection criteria consisted of managers, faculty and staff members. All participants with at least 1 year of experience were eligible to participate in the study. The data collection process included an open-ended online questionnaire for the managerial staff and a short online survey for employees. The focus of this study comprised 6 skills: communication, self-confidence, teamwork, work ethics, problem-solving ability, and leadership. Several patterns and themes emerged relating to the effects of emotional intelligence on job performance and productivity. The findings from this study could be vital for understanding the current and future impact of noncognitive skills in the work environment and could positively impact social change. Organizational leaders could use the results to develop strategies that would enhance their decision-making process and develop tools to promote employee productivity.

This dissertation consists of three essays concerning the effects of human capital and health capital on the labor market. Chapter 1 presents a structural model that incorporates a health capital stock to the traditional learning-by-doing model. The model allows health to affect future wages by interrupting current labor supply and on-the-job human capital accumulation. Using data on sick time from the Panel Study Income of Dynamics the model is estimated using a nonlinear Generalized Method of Moments estimator. The results show human capital production exhibits diminishing returns. Health capital production increases with the current stock of health capital, or better current health improves future health. Among prime age working men, the effect of health on human capital accumulation is relatively small. Chapter 2 explores the role of another form of human capital, noncognitive skills, in explaining racial gaps in wages. Chapter 2 adds two noncognitive skills, locus of control and self-esteem, to a simple wage specification to determine the effect of these skills on the racial wage gap (white, black, and Hispanic) and the return to these skills across the wage distribution. The wage specifications are estimated using pooled, between, and quantile estimators. Results using the National Longitudinal Survey of Youth 1979 show these skills account for differing portions of the racial wage gap depending on race and gender. Chapter 3 synthesizes the idea of health and on-the-job human capital accumulation from Chapter 1 with the idea of noncognitive skills in Chapter 2 to examine the influence of these skills on human capital and health capital accumulation in adult life. Chapter 3 introduces noncognitive skills to a life cycle labor supply model with endogenous health and human capital accumulation. Noncognitive skills, measured by degree of future orientation, self-efficacy, trust-hostility, and aspirations, exogenously affect human capital and health production. The model uses noncognitive skills assessed in the early years of the Panel Study of Income Dynamics and relates these skills to health and human capital accumulation during adult life. The main findings suggest individuals with high self-efficacy receive higher future wages.

No description available.

No description available.

Made available in DSpace on 2016-04-04T18:28:23Z (GMT). No. of bitstreams: 1 Maristela Volpe dos Santos.pdf: 2010500 bytes, checksum: a182278cfb75a4239a90e540e619774b (MD5) Previous issue date: 2016-02-17 / Pontif?cia Universidade Cat?lica de Campinas / The socio-emotional skills also called socio-emotional competencies, have been increasingly highlighted in international scientific literature, given its influence on several indicators of school, personal and professional success. Considering that in the international scientific context this issue is in evidence and that, in Brazil, studies in this area are still very incipient, this research aimed to developing a scale to identify socio-emotional skills in children and adolescents focused in rating by parents / caregivers. The research consisted of three phases. First, 83 parents / caregivers of children and adolescents aged from 10 to 14 years old responded to three open-ended questions that focused on behaviors and characteristics of children and adolescents. From the responses we sought to identify the characteristics most commonly cited by participants, which resulted in a list of 211 adjectives. Then this list was referred to analysis of five judges, four students and one teacher graduate, to assess their adequacy. This objective consisted in Study 2, which aimed to search for evidence of validity based on content.The task consisted in the classification of each of the adjectives in the model of the big five personality factors (openness to experience, extroversion, agreableness, conscientiousness and neuroticism) also judging which factor and pole (positive or negative) the adjective meant. The analysis of the percentage of agreement as well as the calculation of Kappa coefficient indicated that, in a first round of analysis, 58.3% of adjectives showed perfect agreement or substantial (over 80%), being suitable. A second round of analysis was performed as the results did not indicate five adjectives for each pole and factor as desired. A list of 50 adjectives was, thus, obtained, ten belonging to each factor of the adopted character model, five of a negative character and five of a positive one. Subsequently, the Study 3 was conducted, which consisted in preparing items for a first version of the scale. A sentence being built for each selected descriptor in Study 2 was made. A proposal for a Likert scale was prepared, and the instrumental is now ready to have their psychometric properties investigated in future studies. / As habilidades socioemocionais, tamb?m chamadas de compet?ncias socioemocionais, t?m sido, cada vez mais, destacadas na literatura cient?fica internacional, dada sua influ?ncia em diversos indicadores de sucesso escolar, pessoal e profissional. Considerando-se que, no ?mbito cient?fico internacional essa tem?tica est? em evid?ncia e que, no Brasil, estudos nessa ?rea ainda s?o bastante incipientes, a presente pesquisa teve como objetivo a elabora??o de uma escala para identifica??o de compet?ncias socioemocionais em crian?as e adolescentes voltadas a pais/cuidadores. A pesquisa foi composta por tr?s fases. Na primeira delas, 83 pais/cuidadores de crian?as e adolescentes na faixa et?ria de 10 a 14 anos responderam a tr?s perguntas abertas que versavam sobre comportamentos e caracter?sticas de crian?as e adolescentes. A partir das respostas obtidas buscou-se a identifica??o das caracter?sticas mais comumente citadas pelos participantes, as quais deram origem a uma lista de 211 adjetivos. Em seguida, a lista de adjetivos foi encaminhada para an?lise de cinco ju?zes, quatro estudantes e um professor de p?s-gradua??o, para verifica??o da sua adequa??o, cujo objetivo consistiu no Estudo 2, de busca por evid?ncias de validade baseada no conte?do. A tarefa consistiu na classifica??o de cada um dos adjetivos no modelo dos cinco fatores de personalidade (abertura a experi?ncia, extrovers?o, amabilidade, conscienciosidade e neuroticismo) julgando a qual fator e polo (positivo ou negativo), o adjetivo se referia. A an?lise da porcentagem de concord?ncia, assim como o c?lculo do coeficiente Kappa indicou que, em uma primeira rodada de an?lise, 58,3% dos adjetivos apresentaram concord?ncia perfeita ou substancial (acima de 80%), mostrando-se adequados. Uma segunda rodada de an?lise foi realizada visto que os resultados n?o indicaram cinco adjetivos para cada polo e fator, como almejado. Obteve-se, assim, uma lista com 50 adjetivos, sendo dez pertencente a cada fator do modelo de personalidade adotado, cinco com car?ter negativo e cinco com car?ter positivo. Posteriormente, o estudo 3 foi conduzido, o qual constituiu-se na elabora??o de descritores para uma primeira vers?o da escala, tendo-se constru?do uma frase para cada descritor selecionado no estudo 2. Uma proposta de escala likert foi elaborada, sendo que o instrumental encontra-se, agora, pronto para ter suas qualidades psicom?tricas investigadas em estudos futuros.

This dissertation considers different aspects of early childhood education in Germany. It aims at providing an empirical contribution to four issues in early childhood education: the development of cognitive and noncognitive skills (chapter 1-3), institutional child care (chapter 4), the intergenerational transmission of a child's health (chapter 5), and the long-term consequences of early noncognitive skills (chapter 6). This is done by using two data sets: First, we use the mother and child data from the German Socio-economic Panel (SOEP) for the years 2003-2008. The mother and child questionnaire, firstly implemented in 2003, contains detailed information on a child's cognitive and noncognitive skills and health, starting from the time of birth. This information on a child's human capital was assessed by the mothers. Second, we exploit a prospective psychological longitudinal panel study on child development from birth until adulthood, the Mannheim Study of Children at Risk (MARS). These data allow us to use more reliable information on a child's cognitive and noncognitive skills from the age of three months on. However, this study is not representative because children at risk are oversampled. Altogether, the different studies suggest that parental investment (economic resources or non-economic resources) in children explain, at least to some extent, the development of cognitive and noncognitive skills as well as the child's health status. Scope for further research is pointed out, particularly related to long-term consequences of cognitive and noncognitive skills acquired during early childhood. A deeper understanding of how skills develop over the life cycle promises to enrich the economic theory and helps to understand the sources as well as the solutions for inequality. / Die vorliegende Dissertation untersucht verschiedene Aspekte der frühkindlichen Bildung in Deutschland. Während sich die empirische Bildungsforschung in den letzten Jahren intensiv mit Fragen der institutionellen Bildung beschäftigt hat, weisen aktuell geführte familien- und bildungspolitische Diskussionen und neuere Forschungsstudien zunehmend auf die Bedeutung der frühkindlichen Entwicklungsphase als erste Phase für die Entwicklung und Förderung von Humankapital hin. Die Arbeit nimmt die aktuelle Diskussion zum Anlass, unterschiedliche Aspekte der frühkindlichen Bildung in Deutschland zu untersuchen. Die ersten drei Kapitel dieser Arbeit untersuchen, wie sich Fähigkeiten in der (frühen) Kindheit entwickeln. Dafür wird eine Fähigkeitsproduktionsfunktion zugrunde gelegt und deren zentrale Eigenschaften zu unterschiedlichen Phasen innerhalb der (frühen) Kindheit auf ihre empirische Relevanz hin untersucht. Darüber hinaus ist es möglich, Wirkungen unterschiedlicher Investitionen für die Entwicklung kognitiver und nicht-kognitiver Fähigkeiten innerhalb der ersten Lebensjahre zu beleuchten und geeignete politische Instrumente daraus abzuleiten. Kapitel vier beleuchtet den Aspekt der institutionellen Kinderbetreuung für die frühkindliche Bildung in Westdeutschland. Die zugrundeliegende Überlegung dieses Abschnitts ist die Frage, ob der institutionellen Kinderbetreuung in Deutschland neben seiner Betreuungsfunktion neuerdings auch eine Bildungsfunktion zugesprochen wird. Zahlreiche Studien zeigen, dass die Gesundheit in der frühen Kindheit eine zentrale Rolle für die Gesundheit im Erwachsenenalter spielt, und gleichzeitig den Erwerb von Fähigkeiten in der frühen Kindheit und damit auch für spätere Lebensphasen unmittelbar beeinflusst. Die Rolle der Gesundheit innerhalb in der ersten Lebensjahre wird in Kapitel 5 untersucht. Neben der unumstrittenen Bedeutung kognitiver Fähigkeiten für eine Vielzahl ökonomischer und nicht-ökonomischer Outcomes, zeigen neuere Studien die Bedeutung nicht-kognitiver Fähigkeiten. Im letzten Kapitel (sechs) werden daher mittel- bis langfristige Konsequenzen geringer nicht-kognitiver Fähigkeiten in der frühen Kindheit für eine Reihe von sozialen Outcomes (Schulleistungen, Gesundheitsverhalten, Persönlichkeit) im Jugendalter analysiert.

This dissertation considers different aspects of early childhood education in Germany. It aims at providing an empirical contribution to four issues in early childhood education: the development of cognitive and noncognitive skills (chapter 1-3), institutional child care (chapter 4), the intergenerational transmission of a child's health (chapter 5), and the long-term consequences of early noncognitive skills (chapter 6). This is done by using two data sets: First, we use the mother and child data from the German Socio-economic Panel (SOEP) for the years 2003-2008. The mother and child questionnaire, firstly implemented in 2003, contains detailed information on a child's cognitive and noncognitive skills and health, starting from the time of birth. This information on a child's human capital was assessed by the mothers. Second, we exploit a prospective psychological longitudinal panel study on child development from birth until adulthood, the Mannheim Study of Children at Risk (MARS). These data allow us to use more reliable information on a child's cognitive and noncognitive skills from the age of three months on. However, this study is not representative because children at risk are oversampled. Altogether, the different studies suggest that parental investment (economic resources or non-economic resources) in children explain, at least to some extent, the development of cognitive and noncognitive skills as well as the child's health status. Scope for further research is pointed out, particularly related to long-term consequences of cognitive and noncognitive skills acquired during early childhood. A deeper understanding of how skills develop over the life cycle promises to enrich the economic theory and helps to understand the sources as well as the solutions for inequality. / Die vorliegende Dissertation untersucht verschiedene Aspekte der frühkindlichen Bildung in Deutschland. Während sich die empirische Bildungsforschung in den letzten Jahren intensiv mit Fragen der institutionellen Bildung beschäftigt hat, weisen aktuell geführte familien- und bildungspolitische Diskussionen und neuere Forschungsstudien zunehmend auf die Bedeutung der frühkindlichen Entwicklungsphase als erste Phase für die Entwicklung und Förderung von Humankapital hin. Die Arbeit nimmt die aktuelle Diskussion zum Anlass, unterschiedliche Aspekte der frühkindlichen Bildung in Deutschland zu untersuchen. Die ersten drei Kapitel dieser Arbeit untersuchen, wie sich Fähigkeiten in der (frühen) Kindheit entwickeln. Dafür wird eine Fähigkeitsproduktionsfunktion zugrunde gelegt und deren zentrale Eigenschaften zu unterschiedlichen Phasen innerhalb der (frühen) Kindheit auf ihre empirische Relevanz hin untersucht. Darüber hinaus ist es möglich, Wirkungen unterschiedlicher Investitionen für die Entwicklung kognitiver und nicht-kognitiver Fähigkeiten innerhalb der ersten Lebensjahre zu beleuchten und geeignete politische Instrumente daraus abzuleiten. Kapitel vier beleuchtet den Aspekt der institutionellen Kinderbetreuung für die frühkindliche Bildung in Westdeutschland. Die zugrundeliegende Überlegung dieses Abschnitts ist die Frage, ob der institutionellen Kinderbetreuung in Deutschland neben seiner Betreuungsfunktion neuerdings auch eine Bildungsfunktion zugesprochen wird. Zahlreiche Studien zeigen, dass die Gesundheit in der frühen Kindheit eine zentrale Rolle für die Gesundheit im Erwachsenenalter spielt, und gleichzeitig den Erwerb von Fähigkeiten in der frühen Kindheit und damit auch für spätere Lebensphasen unmittelbar beeinflusst. Die Rolle der Gesundheit innerhalb in der ersten Lebensjahre wird in Kapitel 5 untersucht. Neben der unumstrittenen Bedeutung kognitiver Fähigkeiten für eine Vielzahl ökonomischer und nicht-ökonomischer Outcomes, zeigen neuere Studien die Bedeutung nicht-kognitiver Fähigkeiten. Im letzten Kapitel (sechs) werden daher mittel- bis langfristige Konsequenzen geringer nicht-kognitiver Fähigkeiten in der frühen Kindheit für eine Reihe von sozialen Outcomes (Schulleistungen, Gesundheitsverhalten, Persönlichkeit) im Jugendalter analysiert.

No description available.