Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/202778 
Erscheinungsjahr: 
2019
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 12432
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
Informed by the psychological literature and our empirical evidence we provide new insights into the technology of socio-emotional skill formation in middle childhood. In line with economic evidence, increasing parental inputs that enrich the child home environment and reduce stress has larger returns for children with higher socio-emotional skills in early childhood (complementarity), but only for levels of inputs that are high. For low levels of inputs, i.e. levels implying a stressful home environment, an increase has a higher return for children with lower socio-emotional skills in early childhood (substitutability). Consequently, well targeted policies can reduce middle childhood socio-emotional gaps.
Schlagwörter: 
socio-emotional skills
complementarities
substitutabilities
parenting styles
mother's mental health
time investment
child behavioural disorders
diathesis-stress hypothesis
JEL: 
J13
D10
I10
I31
Dokumentart: 
Working Paper

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