Patience, Risk-Taking, and Human Capital Investment Across Countries

2021 ◽  
Author(s):  
Eric A Hanushek ◽  
Lavinia Kinne ◽  
Philipp Lergetporer ◽  
Ludger Woessmann

Abstract Patience and risk-taking – two preference components that steer intertemporal decision-making – are fundamental to human capital investment decisions. To understand how they contribute to international skill differences, we combine PISA tests with the Global Preference Survey. We find that opposing effects of patience (positive) and risk-taking (negative) together account for two-thirds of the cross-country variation in student skills. In an identification strategy addressing unobserved residence-country features, we find similar results when assigning migrant students their country-of-origin preferences in models with residence-country fixed effects. Associations of national preferences with family and school inputs suggest that both may act as channels.

2020 ◽  
Vol 12 (1) ◽  
pp. 125-155 ◽  
Author(s):  
Michael Waldman ◽  
Ori Zax

In a world characterized by asymmetric learning, promotions can serve as signals of worker ability, and this, in turn, can result in inefficient promotion decisions. If the labor market is competitive, the result will be practices that reduce this distortion. We explore how this logic affects human capital investment decisions. We show that, if commitment is possible, investments will be biased toward the accumulation of firm-specific human capital. We also consider what happens when commitment is not possible and show a number of results including that, if investment choices are not publicly observable, choices are frequently efficient. (JEL D82, J24, J31, M12, M51)


2012 ◽  
Vol 61 (1) ◽  
pp. 157-186 ◽  
Author(s):  
Richard Akresh ◽  
Emilie Bagby ◽  
Damien de Walque ◽  
Harounan Kazianga

2015 ◽  
Vol 60 (04) ◽  
pp. 1550061 ◽  
Author(s):  
SAMIA NASREEN ◽  
SOFIA ANWAR ◽  
MASOOD QADIR WAQAR

In this study, both cross-country and panel techniques have been used to analyze the long-term impact of institutions on investment and economic growth in the context of neoclassical model. The empirical results indicate that both physical and human capital investment have positive impact on economic growth. Economic freedom has a direct impact on economic growth by enhancing factor productivity and indirect by increasing investment. Political and civil liberties also exert positive impact on investment. Further, an important relationship exists between institutional freedom and human capital investment in both cross-country and panel data analysis.


Author(s):  
Michael J. Camasso ◽  
Radha Jagannathan

Chapter 6 provides the results from the descriptive and multivariate analyses of family member responses to attitude and belief questions regarding trust, redistributive justice, human capital investment, centrality of work, intentions to work, risk-taking, cooperative attitudes/intentions, and individual achievement. The importance of metaphorical meaning is also addressed. Employing ordinary least squares, binomial, and multinomial logit regressions, the authors find that trust, risk-taking, cooperative attitudes, and individual achievement are consequential in distinguishing families in Sweden, Italy, the United States, and India. They also find strong generational effects with millennials expressing significantly different attitudes and beliefs than those of their grandparents on redistributive justice, human capital investment, the centrality of work, risk-taking, and individual achievement. They find little evidence to support the utility of cultural metaphors, as defined by Gannon and associates, as an emic device to capture cultural value orientation.


1993 ◽  
Vol 25 (2) ◽  
pp. 82-94 ◽  
Author(s):  
Judith I. Stallmann ◽  
Thomas G. Johnson ◽  
Ari Mwachofi ◽  
Jan L. Flora

AbstractHuman capital theory suggests that job opportunities will create incentives for human capital investment. If job information does not flow freely, or if they prefer not to move, students will make investment decisions based upon local job markets. Communities with a high percentage of low-skill jobs which do not reward high school and higher education do not create incentives for students to finish high school or continue beyond high school. Data from Virginia support this hypothesis. Targeted job creation, and improved labor market information may create incentives for increased human capital investment in many rural communities.


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