Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/248119 
Year of Publication: 
2021
Series/Report no.: 
GLO Discussion Paper No. 1004
Publisher: 
Global Labor Organization (GLO), Essen
Abstract: 
Despite extensive literature on peer effects, the role of peers on personality skill development remains poorly understood. We fill this gap by investigating the effects of having disadvantaged primary school peers, generated by random classroom assignment and parental migration for employment. We find that having disadvantaged peers significantly lowers conscientiousness, agreeableness, emotional stability, and social skill. The implied effects of a 10-15 percentage point change in the classroom proportion of disadvantaged peers are comparable to the effects of popular early childhood interventions. Furthermore, we find suggestive evidence that these effects are driven by the peers' personality skills.
Subjects: 
peer effect
noncognitive skill
left-behind children
human capital
Big-5
JEL: 
I21
D62
O15
Document Type: 
Working Paper

Files in This Item:
File
Size





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.