The Causal Impact of Socio-Emotional Skills Training on Educational Success

• 成果类型: Article
• 署名作者: Sorrenti, Giuseppe; Zolitz, Ulf; Ribeaud, Denis; Eisner, Manuel
• 署名单位: University of Amsterdam; University of Zurich; University of Cambridge
• 刊物名称: REVIEW OF ECONOMIC STUDIES
• ISSN/ISSBN: 0034-6527
• DOI: 10.1093/restud/rdae018
• 发表日期: 2024
• 页码: 506-552
• 关键词: randomized-controlled-trial; thinking strategies paths; disruptive boys; perry preschool; school; BEHAVIOR; intervention; program; personality; competence

摘要

We study the long-term effects of a randomized intervention targeting children's socio-emotional skills. The classroom-based intervention for primary school children has positive impacts that persist for over a decade. Treated children become more likely to complete academic high school and enrol in university. Two mechanisms drive these results. Treated children show fewer attention deficit/hyperactivity disorder symptoms: they are less impulsive and less disruptive. They also attain higher grades, but they do not score higher on standardized tests. The long-term effects on educational attainment thus appear to be driven by changes in socio-emotional skills rather than cognitive skills.