| 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 |
0 |
0 |
1 |
48 |
1 |
2 |
8 |
157 |
| Depression, Risk Preferences and Risk-Taking Behavior |
0 |
0 |
1 |
25 |
2 |
2 |
6 |
80 |
| Depression, Risk Preferences and Risk-Taking Behavior |
0 |
0 |
0 |
94 |
0 |
1 |
4 |
90 |
| How Does Education Improve Cognitive Skills? - Instructional Time versus Timing of Instruction |
0 |
0 |
0 |
23 |
1 |
1 |
4 |
95 |
| How Does Education Improve Cognitive Skills? Instructional Time versus Timing of Instruction |
0 |
0 |
0 |
40 |
0 |
1 |
1 |
101 |
| How does education improve cognitive skills? Instructional Time versus Timing of Instruction |
0 |
0 |
0 |
44 |
0 |
0 |
1 |
65 |
| Intergenerational Disadvantage: Learning about Equal Opportunity from Social Assistance Receipt |
0 |
0 |
0 |
22 |
1 |
1 |
1 |
60 |
| Intergenerational Disadvantage: Learning about Equal Opportunity from Social Assistance Receipt |
0 |
0 |
0 |
19 |
0 |
0 |
4 |
58 |
| Locus of Control, Self-Control, and Health Outcomes |
0 |
0 |
2 |
28 |
0 |
1 |
12 |
37 |
| Parental Separation and the Formation of Economic Preferences |
0 |
0 |
0 |
11 |
2 |
3 |
6 |
17 |
| Parental Separation and the Formation of Economic Preferences |
0 |
0 |
0 |
2 |
0 |
1 |
2 |
12 |
| Schooling and Self-Control |
0 |
0 |
4 |
4 |
0 |
0 |
4 |
4 |
| Schooling and Self-Control |
0 |
0 |
8 |
8 |
0 |
0 |
8 |
8 |
| Schooling and Self-Control |
0 |
0 |
21 |
21 |
0 |
0 |
8 |
8 |
| Schooling and self-control |
0 |
0 |
1 |
1 |
0 |
0 |
1 |
1 |
| Schooling and self-control |
0 |
0 |
11 |
11 |
0 |
0 |
4 |
4 |
| Self-Control and Unhealthy Body Weight: The Role of Impulsivity and Restraint |
0 |
0 |
0 |
13 |
0 |
0 |
1 |
15 |
| Self-Control: Determinants, Life Outcomes and Intergenerational Implications |
0 |
0 |
0 |
11 |
0 |
0 |
3 |
65 |
| Self-Control: Determinants, Life Outcomes and Intergenerational Implications |
0 |
0 |
0 |
26 |
1 |
1 |
1 |
61 |
| Self-control and unhealthy body weight: The role of impulsivity and restraint |
0 |
0 |
0 |
27 |
0 |
1 |
1 |
31 |
| Self-control: Determinants, life outcomes and intergenerational implications |
0 |
0 |
1 |
58 |
0 |
0 |
8 |
99 |
| Sophistication about Self-Control |
0 |
0 |
0 |
8 |
1 |
1 |
2 |
12 |
| Sophistication about Self-Control |
0 |
0 |
0 |
16 |
0 |
0 |
4 |
20 |
| Sophistication about Self-Control |
0 |
0 |
0 |
11 |
0 |
0 |
1 |
15 |
| Sophistication about self-control |
0 |
0 |
0 |
54 |
0 |
0 |
1 |
28 |
| The Determinants of Population Self-Control |
0 |
0 |
1 |
17 |
0 |
0 |
2 |
22 |
| The Impact of Education on Personality - Evidence from a German High School Reform |
0 |
0 |
0 |
22 |
0 |
0 |
0 |
103 |
| The Impact of Education on Personality - Evidence from a German High School Reform |
0 |
0 |
0 |
105 |
1 |
1 |
2 |
1,433 |
| The Impact of Education on Personality: Evidence from a German High School Reform |
0 |
0 |
0 |
74 |
0 |
0 |
1 |
157 |
| The Impact of Education on Personality: Evidence from a German High School Reform |
0 |
0 |
1 |
117 |
0 |
0 |
10 |
830 |
| The Intergenerational Effects of Requiring Unemployment Benefit Recipients to Engage in Non-Search Activities |
0 |
0 |
0 |
10 |
1 |
2 |
3 |
30 |
| The Predictive Power of Self-Control for Life Outcomes |
0 |
0 |
2 |
34 |
0 |
0 |
7 |
47 |
| The determinants of population self-control |
0 |
0 |
0 |
29 |
0 |
0 |
0 |
18 |
| The impact of education on personality: evidence from a German high school reform |
0 |
0 |
0 |
37 |
0 |
0 |
1 |
126 |
| Total Working Papers |
0 |
0 |
54 |
1,070 |
11 |
19 |
122 |
3,909 |
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