Does higher learning intensity affect student well-being? Evidence from the National Educational Panel Study

Johanna Sophie Quis

No 94, BERG Working Paper Series from Bamberg University, Bamberg Economic Research Group

Abstract: Starting in 2004/2005, the German state Baden-Wurttemberg reduced academic track duration from nine to eight years, leaving cumulative instruction time mostly unchanged. I use this change in schooling policy to identify the effect of schooling intensity on student well-being in life and school, perceived stress, mental health indicators and self-efficacy. Using rich data from the National Educational Panel Study (NEPS), estimates show higher strains for girls in terms of stress and mental health than for boys. Unexpectedly, male subjective general well-being slightly increases with the reform. Student well-being in school and self-efficacy remain mostly unchanged.

Keywords: self-efficacy; high school reform; subjective well-being; mental health; stress; NEPS (search for similar items in EconPapers)
JEL-codes: I12 I21 I28 J24 (search for similar items in EconPapers)
Date: 2015
New Economics Papers: this item is included in nep-edu, nep-eur, nep-hap and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (26)

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Persistent link: https://EconPapers.repec.org/RePEc:zbw:bamber:94

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