Classroom Behavior
利用美国全国教育纵向调查数据，研究男孩课堂行为作为非认知技能的衡量指标，发现行为具有持续性，且家庭、学校特征及激励措施是重要决定因素。
This paper investigates the determinants and malleability of noncognitive skills. Using data on boys from the National Education Longitudinal Survey, I focus on youth behavior in the classroom as a measure of noncognitive skills. I find that student behavior during adolescence is persistent. The variation in behavior can be attributed to unobserved individual heterogeneity. Family and school characteristics, as well as the incentives for good behavior provided at home and in school, are important determinants of behavior. Neither the cross-sectional variation in behavior nor the variation over time in behavior can, however, be attributed to these covariates.