Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/46115 
Erscheinungsjahr: 
2010
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 5144
Verlag: 
Institute for the Study of Labor (IZA), Bonn
Zusammenfassung: 
This paper uses novel measures of individual differences that produce new insights about student inputs into the (higher) education production function. The inputs examined are lecture attendance and additional study-hours. The data were collected through a web-survey that the authors designed. The analysis includes novel measures of individual differences including willingness to take risks, consideration of future consequences and non-cognitive ability traits. Besides age, gender and year of study, the main determinants of lecture attendance and additional study-hours are attitude to risk, future-orientation and conscientiousness. In addition, future-orientation, and in particular conscientiousness, determine lecture attendance to a greater extent than they determine additional study. Finally, we show that family income and financial transfers (from both parents and the state) do not determine any educational input. This study suggests that non-cognitive abilities may be more important than financial constraints in the determination of inputs related to educational production functions.
Schlagwörter: 
higher education
education inputs
lecture attendance
hours of study
future-orientation
attitude to risk
non-cognitive ability
conscientiousness
JEL: 
I21
J2
D90
Persistent Identifier der Erstveröffentlichung: 
Dokumentart: 
Working Paper

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