Historical Education Levels and Present-Day Non-Cognitive Skills

Eiji Yamamura ()

ISER Discussion Paper from Institute of Social and Economic Research, The University of Osaka

Abstract: This study examined the extent to which education levels in the 19th century have shaped current norms, which influence individuals' present-day non-cognitive skills and perceptions of life. Cross-country, individual-level data were compared with each country's average years of schooling in 1870. After controlling for various country-level and individual characteristics, the key findings were as follows: (1) people in countries with high historical education levels place importance on hard work, ambition, and education; (2) people in countries with high historical education levels tend to show perseverance and have a sense of responsibility.

Date: 2015-12
New Economics Papers: this item is included in nep-gro and nep-his
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https://www.iser.osaka-u.ac.jp/static/resources/docs/dp/2015/DP0952.pdf

Related works:
Journal Article: Historical education levels and present-day non-cognitive skills (2017)
Working Paper: Historical education levels and present-day non-cognitive skills (2016)
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Persistent link: https://EconPapers.repec.org/RePEc:dpr:wpaper:0952

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