Variation of learning intensity in late adolescence and the effect on personality traits. (3rd September 2014)

• Record Type: Journal Article
• Authors: Thiel, Hendrik; Thomsen, Stephan L.; Büttner, Bettina
• Is Part Of: Journal of the Royal Statistical Society. Volume 177:Number 4(2014:Sep.)
• Page Start: 861
• Page End: 892
• Publication Date: 2014-09-03
• Subjects: Human capital formation -- Learning intensity -- Natural experiment -- Non‐parametric item response model -- Personality traits; Social sciences -- Statistical methods -- Periodicals; Statistics -- Periodicals; 300.15195
• DOI: 10.1111/rssa.12079
• Languages: English
• ISSNs: 0964-1998

Abstract

Summary: Empirical studies have shown plasticity of personality traits until early adulthood. The extent to which schooling is a crucial determinant in this context has not yet been analysed coherently. Although they have left the curriculum largely unchanged, most German states have abolished the final year of higher secondary schooling to enable earlier graduation. We use this exogenous shift in policy in one German federal state to evaluate the effects of an increase in the amount of curriculum per unit of time on different personality traits. The results indicate that the development of personality does not depend on schooling characteristics at that particular age.