| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Cross-Fertilizing Gains or Crowding Out? Schooling Intensity and Noncognitive Skills |
1 |
1 |
1 |
49 |
1 |
2 |
9 |
164 |
| Depression, Risk Preferences and Risk-Taking Behavior |
0 |
0 |
2 |
27 |
0 |
1 |
6 |
84 |
| Depression, Risk Preferences and Risk-Taking Behavior |
0 |
0 |
0 |
94 |
1 |
1 |
2 |
91 |
| How Does Education Improve Cognitive Skills? - Instructional Time versus Timing of Instruction |
0 |
0 |
1 |
24 |
3 |
4 |
7 |
101 |
| How Does Education Improve Cognitive Skills? Instructional Time versus Timing of Instruction |
0 |
0 |
0 |
40 |
3 |
3 |
5 |
105 |
| How does education improve cognitive skills? Instructional Time versus Timing of Instruction |
0 |
0 |
0 |
44 |
2 |
3 |
3 |
68 |
| Intergenerational Disadvantage: Learning about Equal Opportunity from Social Assistance Receipt |
0 |
0 |
0 |
19 |
0 |
2 |
7 |
65 |
| Intergenerational Disadvantage: Learning about Equal Opportunity from Social Assistance Receipt |
0 |
0 |
0 |
22 |
1 |
1 |
4 |
63 |
| Locus of Control, Self-Control, and Health Outcomes |
0 |
0 |
5 |
33 |
3 |
5 |
16 |
52 |
| Parental Separation and the Formation of Economic Preferences |
0 |
0 |
0 |
11 |
3 |
4 |
8 |
22 |
| Parental Separation and the Formation of Economic Preferences |
0 |
0 |
0 |
2 |
4 |
5 |
7 |
18 |
| Schooling and Self-Control |
0 |
0 |
0 |
8 |
1 |
2 |
5 |
13 |
| Schooling and Self-Control |
0 |
0 |
0 |
21 |
3 |
3 |
4 |
12 |
| Schooling and Self-Control |
0 |
0 |
0 |
4 |
0 |
0 |
1 |
5 |
| Schooling and self-control |
0 |
0 |
0 |
11 |
3 |
3 |
4 |
8 |
| Schooling and self-control |
0 |
0 |
0 |
1 |
0 |
2 |
2 |
3 |
| Self-Control and Unhealthy Body Weight: The Role of Impulsivity and Restraint |
0 |
0 |
0 |
13 |
1 |
1 |
3 |
18 |
| Self-Control: Determinants, Life Outcomes and Intergenerational Implications |
0 |
0 |
0 |
11 |
1 |
2 |
4 |
69 |
| Self-Control: Determinants, Life Outcomes and Intergenerational Implications |
0 |
0 |
0 |
26 |
2 |
3 |
10 |
70 |
| Self-control and unhealthy body weight: The role of impulsivity and restraint |
0 |
0 |
0 |
27 |
0 |
1 |
4 |
34 |
| Self-control: Determinants, life outcomes and intergenerational implications |
0 |
1 |
2 |
60 |
2 |
3 |
8 |
107 |
| Sophistication about Self-Control |
0 |
0 |
1 |
12 |
1 |
1 |
2 |
17 |
| Sophistication about Self-Control |
0 |
0 |
0 |
8 |
6 |
10 |
15 |
26 |
| Sophistication about Self-Control |
0 |
0 |
0 |
16 |
0 |
0 |
3 |
23 |
| Sophistication about self-control |
0 |
0 |
0 |
54 |
1 |
2 |
4 |
32 |
| The Determinants of Population Self-Control |
0 |
0 |
0 |
17 |
0 |
1 |
2 |
24 |
| The Impact of Education on Personality - Evidence from a German High School Reform |
0 |
0 |
1 |
23 |
1 |
1 |
5 |
108 |
| The Impact of Education on Personality - Evidence from a German High School Reform |
1 |
1 |
2 |
107 |
3 |
4 |
10 |
1,442 |
| The Impact of Education on Personality: Evidence from a German High School Reform |
0 |
0 |
0 |
117 |
2 |
3 |
7 |
837 |
| The Impact of Education on Personality: Evidence from a German High School Reform |
1 |
1 |
1 |
75 |
3 |
4 |
7 |
164 |
| The Intergenerational Effects of Requiring Unemployment Benefit Recipients to Engage in Non-Search Activities |
0 |
0 |
0 |
10 |
2 |
2 |
4 |
32 |
| The Predictive Power of Self-Control for Life Outcomes |
0 |
1 |
3 |
37 |
7 |
9 |
15 |
62 |
| The determinants of population self-control |
0 |
0 |
0 |
29 |
0 |
0 |
2 |
20 |
| The impact of education on personality: evidence from a German high school reform |
0 |
0 |
1 |
38 |
0 |
2 |
5 |
131 |
| Total Working Papers |
3 |
5 |
20 |
1,090 |
60 |
90 |
200 |
4,090 |