Incentive-Enhancing Preferences: Personality, Behavior, and Earnings

By Samuel Bowles, Herbert Gintis, M. Osborne. 2001

363 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Gender Studies

View Paper: https://www.semanticscholar.org/paper/88b468ca6dbd5b5aad60291208a78f090d1d0745

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Citations in the corpus

Unobservable, but unimportant? The relevance of usually unobserved variables for the evaluation of labor market policies☆ (2017, background): “…showing the influence of variables such as personality traits or preferences on economic outcomes (e.g. Heckman et al., 2006; Osborne Groves, 2005; Bowles et al., 2001), should be a cause of concern about the validity of the unconfoundedness assumption; these variables might be important on many…”
Soft Skills or Hard Cash? The Impact of Training and Wage Subsidy Programs on Female Youth Employment in Jordan (2012, background): “There is also now growing evidence that non-cognitive or soft skills are important for employment and a range of other life outcomes (e.g. Bowles et al, 2001; Heckman et al., 2006; Heckman and Kautz, 2012).”
MISBEHAVIOR, EDUCATION, AND LABOR MARKET OUTCOMES (2013, background): “This argument is similar to the one in Bowles et al. (2001b).”
First Grade and Educational Attainment by Age 22: A New Story1 (2005, background): “Conventional economic theory, however, is of little help in identifying which noncognitive attributes should be most influential in determining life outcomes (Bowles et al. 2001a).”
Unemployment duration and personality (2011, background): “As mentioned in Bowles et al. (2001), traits might have different effects for women and men, or different ethnic or language groups.”
Does it Pay to Be Nice? Personality and Earnings in the United Kingdom (2011, background): “For a long time, personality traits were not considered particularly relevant for labor market outcomes compared to the intelligence of a person (for a summary of evidence see Cawley et al., 2001). It moreover was difficult to examine this issue due to the lack of appropriate survey data. Whereas co”
Racial Labor Market Gaps: The Role of Abilities and Schooling Choices (2008, background): “…recent studies have demonstrated that noncognitive abilities are as important as, if not more important than, cognitive abilities in determining labor market, educational, and behavioral outcomes (for example, Bowles, Gintis, and Osborne 2001a,b; Farkas 2003; and Heckman, Stixrud, and Urzua 2006).”
Good for the Soul: the relationship between work, wellbeing and psychological capital (2009, background): “For example, Bowles et al. (2001a) discuss the gains to be achieved by integrating standardised psychological tests and research techniques usually used in small sample psychological research, into large dataset collection processes and research techniques most commonly used by economists.”
The role of education in intergenerational social mobility: Problems from empirical research in sociology and some theoretical pointers from economics (2014, background): “Consequently, evidence in support of their theory is mainly indirect (cf. Bowles et al., 2001a: 1147–1156).”
Personality and the marginal utility of income: Personality interacts with increases in household income to determine life satisfaction (2011, background): “Although the use of personality traits in the determination of wages is very much in its infancy (Bowles et al., 2001b), the findings indicate that personality is an important determinant.”
Measuring Ethnic Identity and its Impact on Economic Behavior (2008, background): “The role of religion on ethnic identity, especially of Muslims, is further discussed in Constant et al. (2006) and Bisin et al.”
Employer Voices, Employer Demands, and Implications for Public Skills Development Policy (2014, background): “12 In fact, these skills may be more important than cognitive skills for employment outcomes, especially among low-skilled occupations (Bowles, Gintis, and Osborne 2001; Mueller and Plug 2006; Carneiro, Crawford, and Goodman 2007; Kniesner and ter Weel 2008).”
Personality and Young Adult Financial Distress (2015, background): “For example, personality may affect one’s time preference, sense of efficacy, and sense of shame (Bowles, Gintis, and Osborne, 2001a; 2001b; Roberts et al., 2007).”