The relative economic importance of academic, psychological and behavioural attributes developed on childhood

By Leon Feinstein *. 2000

150 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/416a5e78302ea3b31aa6906d83f4132b61d6ac5e

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Citations in the corpus

Inequality in the Early Cognitive Development of British Children in the 1970 Cohort (2003, unknown): “This ordering has been shown to be strongly linked with earnings in these data (see Feinstein, 2000).”
Employability Through the Curriculum (2002, background): “However, the work of Pintrich and Schunk (1996), Bandura (1997) and Dweck (1999) suggests that a curricular focus on employability needs to bring self-theories and personal qualities (Cappelli 1995; Feinstein 2000 ) more directly into the equation, since the potential for some self-theories to deve”
Accounting for Intergenerational Income Persistence: Noncognitive Skills, Ability and Education (2006, unknown): “attainment and choices (see Feinstein, 2000, Heckman et al., 2006, Bowles et al.,”
The impact of early cognitive and non-cognitive skills on later outcomes (2007, methodology): “While we only grouped skill into two categories (cognitive and non-cognitive), it is quite likely that a much larger variety of skills is important (see, for example, Carneiro, Crawford & Goodman (2007), Duncan et al. (2007) and Feinstein (2000)).”
Leadership for Organisational Learning and Improved Student Outcomes—What Do We Know? (2003, background): “For example, pupil self-concept has been shown to be related to later life successes such as employment and earnings (Feinstein, 2000).”
School Readiness, Full-Day Kindergarten, and Student Achievement (2006, unknown): “ Feinstein (2000) finds that, while nonacademic skills are not a proxy for family background and demographics, they seem to serve as a “channel” for them—accounting for nonacademic skills in a model of educational attainment often reduces the impact of family background variables.”
Investigating the role of language in children's early educational outcomes (2011, background): “…language impairment (Bishop, 2002; Bishop, 2003; Plomin & Kovas, 2005) or on physical and medical characteristics such as birth difficulties which are likely to predispose the child to subsequent speech and language difficulties with economic consequences for society as a whole (Feinstein, 2000).”