The Influence of Economics Education in School on Future Entrepreneurial Behavior
基于印记理论，利用德国课程改革数据，发现中学经济学课程使成年后创业活动提高4个百分点，且个体导向的课程内容效果更显著。
Whereas much research has focused on the predictors of entrepreneurial behavior during adulthood, we know little about how preadulthood experiences influence entrepreneurial behavior later in life. Grounded in imprinting theory, this study examines whether introducing economics classes in school enhances students’ entrepreneurial behavior in adulthood. Using a difference-in-differences approach exploiting curriculum reforms in Germany, we find that participating in economics classes increases students’ later entrepreneurial activities by four percentage points. We also investigate the underlying mechanism and find that the impact on entrepreneurial behavior is driven by individual-centered rather than market-centered economics curricula.