Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/207376 
Erscheinungsjahr: 
2019
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 12550
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
We conduct a randomized field experiment to investigate the benefits of an intensive chess training program undertaken by primary school students in a developing country context. We examine the effects on academic outcomes, and a number of non-cognitive outcomes: risk preferences, patience, creativity and attention/focus. Our main finding is that chess training reduces the level of risk aversion almost a year after the intervention ended. We also find that chess training improves math scores, reduces the incidence of time inconsistency and the incidence of non-monotonic time preferences. However, these (non-risk preference) results are less conclu-sive once we account for multiple hypothesis testing. We do not find any evidence of significant effects of chess training on other academic outcomes, creativity, and attention/focus.
Schlagwörter: 
chess training
math
non-cognitive outcomes
risk
randomized experiment
JEL: 
C93
D80
I21
Dokumentart: 
Working Paper

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