A Service of zbw The relation between maternal work hours and cognitive outcomes of young school-aged children The Relation between Maternal Work Hours and Cognitive Outcomes of Young School-Aged Children The Relation between Maternal Work Hours and Cogni

Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in EconStor may D I S C U S S I O N P A P E R S E R I E S IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. This paper is the first that analyzes the relation between maternal work hours and the cognitive outcomes of young school-going children. When children attend school, the potential time working mothers miss out with their children, is smaller than when children do not yet attend school. At the same time, working might benefit children through, for example, greater family income. Our study is highly relevant for public policy as in most countries maternal employment rates rise when children enter school. We find no negative relation between maternal working hours and child outcomes as is often found for pre-school aged children. Instead, we find that children's sorting test score is higher when their mothers work part-time (girls) or full-time (boys). Furthermore, we find that planned parent-child activities are positively related to children's language test scores. Nevertheless, we do not find that a richer home environment in terms of the number of parent-child activities provided to the child explain the relation between maternal work hours and children's test scores. This paper is the first that analyzes the relation between maternal work hours and the cognitive outcomes of young school-going children. When children attend school, the potential time working mothers miss out with their children, is smaller than when children do not yet attend school. At the same time, working might benefit children through, for example, greater family income. Our study is highly relevant for public policy as in most countries maternal employment rates rise when children enter school. We find no negative relation between maternal working hours and child outcomes as is often found for pre-school aged children. Instead, we find that children's sorting test score is higher when their mothers work part-time (girls) or full-time (boys). Furthermore, we find that planned parent-child activities are positively related to children's language test scores. Nevertheless, we do not find that a richer home environment in terms of the number of parent-child activities provided to the child explain the relation between maternal work hours and children's test scores. JEL Classification: D10, J13, J2

Is Part-Time Employment Beneficial for Firm Productivity?

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Employers' willingness to invest in the training of temporary versus permanent workers:A discrete choice experiment

Various studies have shown that temporary workers participate less in training than those on permanent contracts. This paper investigates whether there is a difference in employer willingness to provide training to temporary vs. permanent workers and estimates the size of these differences under different cost-benefit related conditions. Building on a theoretical framework for employers' provision of training that includes the major potential sources of cost-benefit differences associated with training investments in employees with different types of employment contracts, we use a discrete choice experiment to estimate the elasticity of a training offer to three attributes affecting employers' expected net benefits from training investments: (1) the transferability of the skills being trained, (2) the financial contribution of the employee to the training costs and (3) the repayment of training costs when the employee quits early. We find that the effect of the transferability of the training is small and not robust to alternative model specifications. Instead, employers' lower likelihood of investing in temporary workers is affected by two attributes: a financial contribution to the training costs and a repayment of training costs in case of early quits. Employers' willingness to invest in temporary workers will particularly increase when introducing a contract clause that workers will repay their training costs when they quit within a year after the training

Employers’ willingness to invest in the training of temporary workers: A discrete choice experiment

Various studies have shown that temporary workers participate less in training than those on permanent contracts. Human resources practices are considered to be an important explanation for this difference. We develop a theoretical framework for employers’ provision of training that explicitly incorporates the costs and benefits associated with training investments in employees with different types of employment contracts. Our framework not only predicts employers to be less willing to invest in temporary workers due to the shorter time horizon associated with such an investment, but it also provides insights into how this willingness depends on characteristics of the training that are related to the expected costs and benefits of the training investment. A discrete choice experiment is used to empirically test the predictions from our theoretical framework. In line with our theoretical framework, we find that employers are less likely to invest in the training of temporary workers. This particularly holds when temporary workers do not have the prospect of a permanent contract with their current employer. Furthermore, we show that employers’ likelihood of investing in temporary workers indeed depends on aspects related to the costs and benefits of training, that is, a financial contribution to the training costs made by employees, a repayment agreement that applies when workers leave the organisation prematurely, and the transferability of the skills being trained. Our findings can be used to increase employers’ willingness to invest in temporary workers. However, similar effects are observed when looking at employers’ willingness to invest in permanent workers, suggesting that it will be difficult to decrease the gap in employers’ willingness to invest between temporary and permanent workers

The value of commuting time, flexibility, and job security: Evidence from current and recent jobseekers in Flanders

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