The education-health gradient: Revisiting the role of socio-emotional skills.

Is the education-health gradient inflated because both education and health are associated with unobserved socio-emotional skills? We find that the gradient in health behaviors and outcomes is reduced by about 15 to 50% from accounting for fine-grained personality facets and up to another 50% from Locus of Control. Traditional aggregated Big-Five scales, however, have a much smaller contribution to the gradient. We use sibling-fixed effects to net out the contribution from genes and shared childhood environment, decomposing the gradient into its components with an order-invariant method.

Personality in a pandemic: Social norms moderate associations between personality and social distancing behaviors.

To limit the transmission of the coronavirus disease 2019 (COVID-19), it is important to understand the sources of social behavior for members of the general public. However, there is limited research on how basic psychological dispositions interact with social contexts to shape behaviors that help mitigate contagion risk, such as social distancing. Using a sample of 89,305 individuals from 39 countries, we show that Big Five personality traits and the social context shape citizens' social distancing during the pandemic.

Does parental education influence child educational outcomes? A developmental analysis in a full-population sample and adoptee design.

Children's educational outcomes are strongly correlated with their parents' educational attainment. This finding is often attributed to the family environment-assuming, for instance, that parents' behavior and resources affect their children's educational outcomes. However, such inferences of a causal role of the family environment depend on the largely untested assumption that such relationships do not simply reflect genes shared between parent and child.

A stable relationship between personality and academic performance from childhood through adolescence. An original study and replication in hundred-thousand-person samples.

Objective: Many studies have demonstrated that personality traits predict academic performance for students in high school and college. Much less evidence exists on whether the relationship between personality traits and academic performance changes from childhood to adolescence, and existing studies show very mixed findings. This study tests one hypothesis-that the importance of Agreeableness, Emotional Stability, and Conscientiousness for academic performance changes fundamentally during school-against an alternative hypothesis suggesting that the changing relationships found in previous research are largely measurement artifacts.

Childhood health shocks, comparative advantage, and long-term outcomes: Evidence from the last Danish polio epidemic.

This paper examines the long-term effects of childhood disability on individuals' educational and occupational choices, late-career labor market participation, and mortality. We merge medical records on children hospitalized with poliomyelitis during the 1952 Danish epidemic to census and administrative data, and exploit quasi-random variation in paralysis incidence in this population. While childhood disability increases the likelihood of early retirement and disability pension receipt at age 50, paralytic polio survivors are more likely to obtain a university degree and to go on to work in white-collar and computer-demanding jobs than their non-paralytic counterparts.