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Children’s socio-emotional skills: Is there a quantity–quality trade-off?

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  • معلومة اضافية
    • Contributors:
      Paris School of Economics (PSE); Université Paris 1 Panthéon-Sorbonne (UP1)-École normale supérieure - Paris (ENS-PSL); Université Paris Sciences et Lettres (PSL)-Université Paris Sciences et Lettres (PSL)-École des hautes études en sciences sociales (EHESS)-École des Ponts ParisTech (ENPC)-Centre National de la Recherche Scientifique (CNRS)-Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement (INRAE); Paris Jourdan Sciences Economiques (PJSE); Aix-Marseille Sciences Economiques (AMSE); École des hautes études en sciences sociales (EHESS)-Aix Marseille Université (AMU)-École Centrale de Marseille (ECM)-Centre National de la Recherche Scientifique (CNRS); University of Luxembourg Luxembourg; Institutions that have supported this research: Paris School of Economics (PSE), Université Paris I Panthéon-Sorbonne, Ecole des Hautes Etudes en Sciences Sociales (EHESS), Aix-Marseille Université, Aix-Marseille School of Economics (AMSE), and Université du Luxembourg; NORFACE programme, in particular the IMCHILD and the GUODLCCI programmes; ANR-11-IDEX-0001,Amidex,INITIATIVE D'EXCELLENCE AIX MARSEILLE UNIVERSITE(2011)
    • بيانات النشر:
      HAL CCSD
      Elsevier
    • الموضوع:
      2020
    • Collection:
      Paris School of Economics: HAL / PSE-Ecole d’économie de Paris
    • نبذة مختصرة :
      International audience ; Although it is widely acknowledged that non-cognitive skills matter for adult outcomes, little is known about the role played by family environment in the formation of these skills. We use a longitudinal survey of children born in the UK in 2000–2001, the Millennium Cohort Study by the Centre for Longitudinal Studies, to estimate the effect of family size on socio-emotional skills, measured by the Strengths and Difficulties Questionnaire. To account for the endogeneity of fertility decisions, we use a well-known instrumental approach that exploits parents’ preference for children’s gender diversity. We show that the birth of a third child negatively affects the socio-emotional skills of the first two children in a persistent manner. However, we show that this negative effect is entirely driven by girls. We provide evidence that this gender effect is partly driven by an unequal response of parents’ time investment in favour of boys and, to a lesser extent, by an unequal demand for household chores.
    • Relation:
      hal-02504021; https://amu.hal.science/hal-02504021; https://amu.hal.science/hal-02504021/document; https://amu.hal.science/hal-02504021/file/Briole,%20LeForner,%20Lepinteur_Children%27s%20socio-emotional%20skills_2020-03.pdf; WOS: 000542986300001
    • الرقم المعرف:
      10.1016/j.labeco.2020.101811
    • Rights:
      info:eu-repo/semantics/OpenAccess
    • الرقم المعرف:
      edsbas.8F95BEC3