Schooling and Self-Control
利用澳大利亚和德国的教育改革作为外生变量，研究增加一年义务教育对早期辍学者自我控制的影响，发现没有显著提升效果。
While there is an established positive relationship between self-control and education, the direction of causality remains a matter of debate. We make a contribution to resolving this issue by exploiting a series of Australian and German educational reforms that increased minimum education requirements as a source of exogenous variation in education levels. We find no evidence that an additional year of schooling increased the self-control of those people affected by the reforms, though our limited estimation power makes our estimates somewhat imprecise. Thus, while enhancing self-control through school-based interventions may be feasible, simply increasing the time early school leavers spend in formal education does not seem to meaningfully increase their self-control.