scholarly journals The Impact of Sanctions for Young Welfare Recipients on Transitions to Work and Wages, and on Dropping Out

Economica ◽  
2021 ◽  
Author(s):  
Gerard J. van den Berg ◽  
Arne Uhlendorff ◽  
Joachim Wolff
Keyword(s):  
Welfare Recipients ◽  
Dropping Out ◽  
The Impact

Intergroup Threat and Outgroup Attitudes

2013 ◽  
Vol 44 (5) ◽  
pp. 311-319 ◽  
Author(s):  
Marco Brambilla ◽  
David A. Butz
Keyword(s):  
Gay Men ◽  
Social Group ◽  
Welfare Recipients ◽  
Intergroup Attitudes ◽  
Social Policies ◽  
Intergroup Threat ◽  
Economic Threat ◽  
The Impact ◽  
General Climate

Two studies examined the impact of macrolevel symbolic threat on intergroup attitudes. In Study 1 (N = 71), participants exposed to a macrosymbolic threat (vs. nonsymbolic threat and neutral topic) reported less support toward social policies concerning gay men, an outgroup whose stereotypes implies a threat to values, but not toward welfare recipients, a social group whose stereotypes do not imply a threat to values. Study 2 (N = 78) showed that, whereas macrolevel symbolic threat led to less favorable attitudes toward gay men, macroeconomic threat led to less favorable attitudes toward Asians, an outgroup whose stereotypes imply an economic threat. These findings are discussed in terms of their implications for understanding the role of a general climate of threat in shaping intergroup attitudes.

scholarly journals Preventing NEETs during the Great Recession: the effects of mandatory activation programs for young welfare recipients

2021 ◽  
Author(s):  
Emile Cammeraat ◽  
Egbert Jongen ◽  
Pierre Koning
Keyword(s):  
The Netherlands ◽  
Great Recession ◽  
Economic Recession ◽  
Welfare Recipients ◽  
Employment Effects ◽  
The Great Recession ◽  
Employment Education ◽  
The Impact

AbstractWe study the impact of mandatory activation programs for young welfare recipients in the Netherlands. What makes this reform unique is that it clashed head on with the Great Recession. We use differences-in-differences and data for the period 1999–2012 to estimate the effects of this reform. We find that the reform reduced the number of welfare recipients but had no effect on the number of NEETs (individuals not in employment, education or training). The absence of employment effects contrasts with previous studies on the impact of mandatory activation programs, which we argue is due to the reform taking place during a severe economic recession.

Within-Individual Effects of Dropping out of School on Violent Victimization Among Serious Adolescent Offenders

2021 ◽  
pp. 088626052110500
Author(s):  
Chongmin Na
Keyword(s):  
School Dropout ◽  
Routine Activities ◽  
Dropping Out ◽  
Causal Mechanism ◽  
Violent Victimization ◽  
Adolescent Offenders ◽  
Opportunity Structure ◽  
Risky Lifestyles ◽  
The Impact ◽  
Out Of School

Despite a recent decrease in both school dropout and victimization rates, many harsh and exclusionary school policies continue to push school-aged adolescents out of school. This study combines two research areas—school dropout and violent victimization—by investigating if dropping out of school increases the chance of violent victimization. It is hypothesized that a change in the opportunity structure associated with risky lifestyles and routine activities accounts for the link between school dropout and violent victimization. Drawing on longitudinal panel data collected from a relatively homogenous sample of 1354 serious adolescent offenders who are predominantly minorities (75%) and males (86%) and fixed-effects models which enhance the causal validity of the findings by using the same individuals as their own counterfactuals over time, this study shows that dropping out of school leads to the perpetuation of violent victimization, primarily due to a change in the opportunity structure associated with risky lifestyles and routine activities. By uncovering the pathway between school dropout and victimization, this study contributes to the knowledge base on the impact of school dropouts, the source of violent victimization, and the causal mechanism underlying the link between dropping out of school and violent victimization—all of which are relatively understudied despite their significant implications for theory and policy.

scholarly journals Automatic Promotion and Student Dropout: Evidence from Uganda, Using Propensity Score in Difference in Differences Model

2018 ◽  
Vol 7 (2) ◽  
pp. 191 ◽  
Author(s):  
Jeje Moses Okurut
Keyword(s):  
Propensity Score ◽  
Dropping Out ◽  
Probit Regression ◽  
Difference In Differences ◽  
Student Dropout ◽  
Analysis Technique ◽  
Analysis Strategy ◽  
Negative Effect ◽  
And Control ◽  
The Impact

The impact of automatic promotion practice on students dropping out of Uganda’s primary education was assessed using propensity score in difference in differences analysis technique. The analysis strategy was instrumental in addressing the selection bias problem, as well as biases arising from common trends over time, and permanent latent differences between the treated and control groups. Probit regression results indicate a negative effect on the probability of students dropping out, but only at P3. There seems to be no policy effect at P6. Decomposing the effect incidence along school location shows the policy as having had an effect only on P3 students studying in urban schools; otherwise, there is no effect among students at P3 rural, P6 rural or P6 Urban. In terms of the gender component, automatic promotion appears to have had an effect on P3 male and female students and no effect on either sex at P6.

scholarly journals Peer effects in college: how peers' performance can influence students' academic outcomes

2021 ◽  
Author(s):  
Laeticia R. de Souza ◽  
Cristine Campos de Xavier Pinto ◽  
Bernardo L Queiroz ◽  
Dimitri de Oliveira e Silva
Keyword(s):  
Peer Effects ◽  
Academic Outcomes ◽  
Female Students ◽  
Male Students ◽  
Dropping Out ◽  
Admission Process ◽  
Self Selection ◽  
The Impact ◽  
High Ability Students ◽  
Identification Strategy

This paper investigates the existence of peer effects in academic outcomes by exploringspecificities in the student's admission process of a Brazilian federal university, which works as a naturalexperiment. Individuals who are comparable in terms of previous academic achievement end up havingclassmates with better or worse performance in college because of the assignment rule of students toclassrooms. Thus, our identification strategy for estimating peer effects on academic outcomes eliminates theendogenous self-selection into groups that would otherwise undermine the causal inference of peer effects.Overall, our findings showed that joining a class with high-ability students damages academic achievementsof the lowest-ability students at UFMG. Although male and female students are both negatively affected bybeing in the first (better) class, we found gender differences. Specifically, being at the bottom of the betterclass make females take less radical decisions compared to male students in the sense that female studentscontinue to study even though with lower performance (reduced GPA and credits earned) while male studentsseem to be more prone towards dropping out (increased number of subjects – or even University registration– cancelled and reduced attendance in classroom). We have also found other heterogeneities in peer effectsin college in terms of class shift, period of admission, area of study and parents’ education. This study is anecessary step before investigating the impact of peer quality on after-graduating decisions using the samenatural experiment. This will allow us to deepen our understanding of how peer effects can also have long-lasting impacts.

scholarly journals EXAMINING HOW POSITIVE AND NEGATIVE EMOTIONS INFLUENCE COGNITIVE PERFORMANCE IN SECONDARY SCHOOLS

2020 ◽  
pp. 255-267
Author(s):  
Sonya Yakimova ◽  
◽  
Célia Maintenant ◽  
Anne Taillandier-Schmitt ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary Schools ◽  
Cognitive Performance ◽  
Positive Emotions ◽  
Negative Emotions ◽  
School Context ◽  
Dropping Out ◽  
French Version ◽  
The Impact

Few studies have examined the impact of emotions on cognitive (not only academic) performance among adolescents and this is the objective of our research. After ethic committee agreement andparents’ authorization, we asked 158 adolescents in secondary schools to respond to the French version of Differential Emotion Scale adapted for school context and to nineteensyllogisms which evaluated cognitive nonacademic performances. As results, we expected that negative emotions related to academic achievement would reduce performance in reasoning and positive emotions would improve it. Our hypotheses were partially validated. The impacts of the results as well as perspectives of future researches in relation with self-esteem, psychological disengagement, dropping out of school were discussed.

scholarly journals Exploration of Factors Affecting Learners' Motivation in E-learning

2019 ◽  
pp. 1269-1275
Author(s):  
Shubham Dubey ◽  
Biro Piroska ◽  
Manjulata Gautam
Keyword(s):  
Dropping Out ◽  
Individual Factor ◽  
Factors Affecting ◽  
E Learning ◽  
Learning Platforms ◽  
The Common ◽  
Khan Academy ◽  
Future Work ◽  
The Impact

The world is changing rapidly, so is academics. E-learning has altered the area of academics and education. ICT enabled learning has given ideal services to students by providing any type of content on demand which is proportional to the performance of students. The concentration of learner has been found instinctive; thus there is a need of engaging mind towards course progress with its entirety till the objectives of the course will be achieved. There are several e-learning platforms available as EdX, Udacity, Khan Academy, Alison those have a number of learners registered for various courses. Studies suggest that these platforms suffer from the common problem of learners’ dropping out. Investigations also claim early leaving rate is increasing due to lack of quality of content, distraction factors, learners’ mind change, outdated and succinct information, and some more detraction factors. These issues have been observed on the basis of early leaving rates in various MOOCs. Thus there is a mammoth scope for minimizing the impact of these reasons on the learners’ mind. It can be achieved by identifying these factors affecting learners’ motivation during the course. This study is aiming on identifying these factors. The approach is to explore some certain keywords on previous literature (total 41) and then calculating their frequencies and co-factors associated with them. Both grouped factors contribution and individual factor contribution have been taken care. The study gives a direction for future work towards overcoming these actor and engaging learners in ICT enabled learning.

The Impact of Community Diversity and Consolidated Inequality on Dropping Out of High School

2006 ◽  
Vol 55 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Richard A. Van Dorn ◽  
Gary L. Bowen ◽  
Judith R. Blau
Keyword(s):  
High School ◽  
Community Diversity ◽  
Dropping Out ◽  
The Impact

scholarly journals Which Type of Antismoking Advertisement Is Perceived as More Effective? An Experimental Study With a Sample of Australian Socially Disadvantaged Welfare Recipients

2015 ◽  
Vol 31 (3) ◽  
pp. 209-216 ◽  
Author(s):  
Ashleigh Guillaumier ◽  
Billie Bonevski ◽  
Chris Paul ◽  
Catherine d’Este ◽  
Sarah Durkin ◽  
...  
Keyword(s):  
Nicotine Dependence ◽  
Rental Housing ◽  
Welfare Recipients ◽  
Message Processing ◽  
Perceived Effectiveness ◽  
South Wales ◽  
Readiness To Quit ◽  
Community Service Organization ◽  
Message Acceptance ◽  
The Impact

Purpose. Evaluate the perceived effectiveness of key antismoking messages among highly disadvantaged smokers and assess the impact of nicotine dependence and cessation cognitions on message processing. Design. The experimental crossover trial, undertaken between March and December 2012, randomly exposed participants to two of three antismoking advertisements delivered via touchscreen computer. Setting. Welfare recipients were recruited from a community service organization in New South Wales, Australia. Subjects. Subjects were 354 smokers (79% response rate). Participants resided in government rental housing (52%), earned less than AUD$400/wk (72%), and received their primary income from government welfare (95%). Intervention. Three 30-second antismoking television advertisements representing common campaign themes: why to quit (graphic imagery), why to quit (personal testimonial), or how to quit. Measures. An 11-item scale assessed perceived effectiveness and message acceptance. An eight-item cessation cognitions index assessed motivations and readiness to quit, and the heaviness of smoking index was used to classify nicotine dependence. Analysis. Descriptive statistics, generalized linear mixed models, and multiple linear regression analyses are reported. Results. Why-to-quit advertisements were perceived as significantly more effective than the how-to-quit advertisement (all p < .0001). Smokers with positive cessation cognitions were more likely to accept antismoking messages (p = .0003) and perceive them as effective (p < .0001). Nicotine dependence level did not influence message acceptance (p = .7322) or effectiveness (p = .8872). Conclusion. Highly emotive advertisements providing good reasons to quit may be the most effective in promoting the antismoking message among groups with high smoking rates.

Sign in / Sign up

Export Citation Format

Share Document