Social Interactions, Mechanisms, and Equilibrium: Evidence from a Model of Study Time and Academic Achievement
利用贝雷小组调查数据，构建并估计了学生社交网络中的学习时间选择模型，量化了朋友学习时间对自身学习时间的异质性影响，并通过均衡框架检验了内生性问题。
We develop and estimate a model of student study time choices on a social network. The model is designed to exploit unique data in the Berea Panel Study. Study time data allow us to quantify an intuitive mechanism for academic social interactions: own study time may depend on friend study time in a heterogeneous manner. Social network data allow us to embed study time and resulting academic achievement in an estimable equilibrium framework. We develop a specification test that exploits the equilibrium nature of social interactions and use it to show that novel study propensity measures mitigate econometric endogeneity concerns.