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How Do Shocks to Non-Cognitive Skills Affect Test Scores?

Author

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  • Behncke, Stefanie

    (Swiss National Bank)

Abstract
This paper investigates the extent to which test performance is affected by shocks to non-cognitive skills. 440 students took a low stakes mathematics test. About half of them were exposed to positive affirmation while being given test instructions, whereas the other half served as controls. The students were allocated to 14 tutorials and randomisation was conducted at the tutorial level. Mean comparisons suggest that test scores were raised by the intervention. In particular, students with low maths grades and with self-assessed difficulties in maths gained from the positive affirmation. Results suggest that teachers might increase their students' performance by interventions to their non-cognitive skills. Inference is obtained by four different methods that take into account that randomisation was clustered at the tutorial group level. These methods are evaluated in a Monte Carlo study for data generating processes which resemble actual data. We find that randomisation inference followed by the wild cluster bootstrap have superior size properties compared to conventional approaches.

Suggested Citation

  • Behncke, Stefanie, 2009. "How Do Shocks to Non-Cognitive Skills Affect Test Scores?," IZA Discussion Papers 4222, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp4222
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    References listed on IDEAS

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    Cited by:

    1. Martin Schlotter, 2011. "Age at Preschool Entrance and Noncognitive Skills before School - An Instrumental Variable Approach," ifo Working Paper Series 112, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
    2. Martin Schlotter, 2012. "Educational Production in Preschools and Schools - Microeconometric Evidence from Germany," ifo Beiträge zur Wirtschaftsforschung, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, number 41.
    3. Colella, F. & Dalton, Patricio & Giusti, G., 2021. "All you Need is Love : The Effect of Moral Support on Performance (Revision of CentER DP 2018-026)," Discussion Paper 2021-005, Tilburg University, Center for Economic Research.
    4. Almlund, Mathilde & Duckworth, Angela Lee & Heckman, James & Kautz, Tim, 2011. "Personality Psychology and Economics," Handbook of the Economics of Education, in: Erik Hanushek & Stephen Machin & Ludger Woessmann (ed.), Handbook of the Economics of Education, edition 1, volume 4, chapter 0, pages 1-181, Elsevier.
    5. Martí­n Leites & Xavier Ramos, 2017. "The effect of relative concern on life satisfaction: Relative deprivation and loss aversion," Documentos de Trabajo (working papers) 17-18, Instituto de Economía - IECON.
    6. repec:hal:spmain:info:hdl:2441/7gu5r9nb899om9oin7k24kjpgt is not listed on IDEAS
    7. Marta De Philippis & Federico Rossi, 2021. "Parents, Schools and Human Capital Differences Across Countries," Journal of the European Economic Association, European Economic Association, vol. 19(2), pages 1364-1406.
    8. Alfredo Alvarado & Belén Conde & Rafael Novella & Andrea Repetto, 2020. "NEETs in Latin America and the Caribbean: Skills, Aspirations, and Information," Journal of International Development, John Wiley & Sons, Ltd., vol. 32(8), pages 1273-1307, November.
    9. Stéphane Carcillo & Rodrigo Fernandez & Sebastian Königs & Andreea Minea, 2015. "NEET Youth in the Aftermath of the Crisis," SciencePo Working papers Main hal-03429941, HAL.
    10. Tamás Keller & Péter Szakál, 2021. "Not just words! Effects of a light-touch randomized encouragement intervention on students’ exam grades, self-efficacy, motivation, and test anxiety," PLOS ONE, Public Library of Science, vol. 16(9), pages 1-27, September.
    11. Elizabeth W. Cavadel & Jacqueline F. Kauff & Mary Anne Anderson & Sheena McConnell & Michelle Derr, "undated". "Self-Regulation and Goal Attainment: A New Perspective for Employment Programs," Mathematica Policy Research Reports e49aff23628f45bd847fd2e86, Mathematica Policy Research.
    12. Ross, Phillip H. & Glewwe, Paul & Prudencio, Daniel & Wydick, Bruce, 2021. "Developing educational and vocational aspirations through international child sponsorship: Evidence from Kenya, Indonesia, and Mexico," World Development, Elsevier, vol. 140(C).
    13. Fabrizio Colella & Patricio S. Dalton & Giovanni Giusti, 2024. "Moral Support and Performance," Management Science, INFORMS, vol. 70(7), pages 4614-4628, July.
    14. Stefanie Behncke, 2023. "Effects of Macroprudential Policies on Bank Lending and Credit Risks," Journal of Financial Services Research, Springer;Western Finance Association, vol. 63(2), pages 175-199, April.
    15. Stéphane Carcillo & Rodrigo Fernandez & Sebastian Königs & Andreea Minea, 2015. "NEET Youth in the Aftermath of the Crisis," Working Papers hal-03429941, HAL.
    16. Thomas Bolli & Stefanie Hof, 2014. "The Impact of Apprenticeship Training on Personality Traits: An Instrumental Variable Approach," KOF Working papers 14-350, KOF Swiss Economic Institute, ETH Zurich.
    17. repec:tiu:tiutis:17173d9d-6768-4748-a789-54dfc771bd85 is not listed on IDEAS
    18. Martín Leites & Xavier Ramos, 2022. "The Effect of Relative Income Concerns on Life Satisfaction: Relative Deprivation and Loss Aversion," Journal of Happiness Studies, Springer, vol. 23(7), pages 3485-3515, October.

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    More about this item

    Keywords

    randomisation inference; wild cluster bootstrap; cluster randomised trial; non-cognitive skills; test scores;
    All these keywords.

    JEL classification:

    • C15 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - Statistical Simulation Methods: General
    • C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models
    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • I20 - Health, Education, and Welfare - - Education - - - General

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