LABOR‐MARKET CONSEQUENCES OF POOR ATTITUDE AND LOW SELF‐ESTEEM IN YOUTH

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What Do Test Scores Miss? The Importance of Teacher Effects on Non–Test Score Outcomes (2018, unknown): “In this extended model, student outcomes 1 See Heckman and Rubinstein (2001), Waddell (2006), Borghans, Weel, and Weinberg (2008), and Lindqvist and Vestman (2011).”
The Non-Cognitive Returns to Class Size (2008, unknown): “For example, several studies have linked the Rosenberg Self-Esteem Scale and the Rotter Locus of Control Scale to subsequent labormarket outcomes (e.g., Deke & Haimson, 2006; Heckman et al., 2006; Waddell, 2006).”
The Economic Value of Social and Emotional Learning (2015, background): “The literature on the association between SE skills and earnings is growing (Murnane, Willett, Braatz & Duhaldeborde, 2001; Waddell, 2006; Drago, 2011).”
Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina (2012, unknown): “…is a general consensus that non-cognitive skills not captured by standardized tests, such as adaptability, self-restraint, and motivation, are important determinants of adult outcomes (Lindqvist & Vestman, 2011; Heckman & Rubinstein, 2001; Borghans, Weel, & Weinberg, 2008; Waddell, 2006).”
The Gender Wage Gap among Young Adults in the United States: The Importance of Money versus People (2008, methodology): “This binary method of recoding subjective responses is common (for example,”