Peer and parental influence in the development of cognitive skills and predispostion to risky behaviour
Resumen:
This paper analyzes the strategic interactions between peers and parents in the development of adolescent’s cognitive skills and non-cognitive skills, as proxied by the predisposition to use substances. We estimate a technology of skill formation that identifies peer effects on the basis of quasi-random assignment of students across classes, time varying data, and the use of instrumental variables. We find that both peer and parental socialization efforts have a positive influence over adolescents’ academic skills, and that these effects are complementary: as peers get better academically, parents invest more. We do not find, however, linear-in-means peer or parental effects on the predisposition to use substances.
| 2017 | |
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Cognitive and non-cognitive skills Peer effects Parenting Adolescents |
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| Inglés | |
| Universidad de Montevideo | |
| REDUM | |
| https://hdl.handle.net/20.500.12806/1354 | |
| Acceso abierto | |
| Attribution-NonCommercial-NoDerivatives 4.0 Internacional |
| Sumario: | This paper analyzes the strategic interactions between peers and parents in the development of adolescent’s cognitive skills and non-cognitive skills, as proxied by the predisposition to use substances. We estimate a technology of skill formation that identifies peer effects on the basis of quasi-random assignment of students across classes, time varying data, and the use of instrumental variables. We find that both peer and parental socialization efforts have a positive influence over adolescents’ academic skills, and that these effects are complementary: as peers get better academically, parents invest more. We do not find, however, linear-in-means peer or parental effects on the predisposition to use substances. |
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