Trade policy preference, childhood sporting experience, and informal school curriculum: Examination from the viewpoint of behavioral economics
Eiji Yamamura and
No 17-25, Discussion Papers in Economics and Business from Osaka University, Graduate School of Economics
We investigated how childhood education and experiences helped to form noncognitive skills and later, trade policy preferences. We used individual-level data with approximately 10,000 observations collected July 2016. Using the instrumental variables (IV) method, with sporting experience and informal education in the childhood as exogenous IV, we found that (1) sporting experiences and informal education lead people to have positive subjective views about the role of group work, competition, reciprocity, patience, and generalized trust and (2) positive views about the role of group work, competition, reciprocity, patience, and generalized trust leads people to prefer the Trans-Pacific Strategic Economic Partnership Agreement (TPP).
Keywords: Trade policy; Policy preferences; TPP; Informal school curriculum; Childhood sporting experience; Social capital (search for similar items in EconPapers)
JEL-codes: F13 D83 I21 Z13 Z29 (search for similar items in EconPapers)
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