Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/71353
Authors: 
Ryan, Martin
Delaney, Liam
Harmon, Colm
Year of Publication: 
2010
Series/Report no.: 
Working Paper Series, UCD Centre for Economic Research 10/25
Abstract: 
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 the following measures: 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.
Subjects: 
Higher education
Education inputs
Lecture attendance
Hours of study
Future-orientation
Attitude to risk
Non-cognitive ability
Conscientiousness
JEL: 
I21
J2
D90
Persistent Identifier of the first edition: 
Document Type: 
Working Paper

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