Historical education levels and present-day non-cognitive skills

Eiji Yamamura ()

Journal of Economics and Econometrics, 2017, vol. 60, issue 1, 28-51

Abstract: I 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.

Keywords: Historical education level; norms; non-cognitive skills. (search for similar items in EconPapers)
JEL-codes: D83 I25 N30 Z13 (search for similar items in EconPapers)
Date: 2017
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Related works:
Working Paper: Historical education levels and present-day non-cognitive skills (2016)
Working Paper: Historical Education Levels and Present-Day Non-Cognitive Skills (2015)
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