The Effect of Early Noncognitive Skills on Social Outcomes in Adolescence

This paper investigates the impact of early noncognitive skills on social outcomes in adolescence. The child's attention span, approach, prevailing mood and distractibility in early childhood may be crucial predictors for school achievements, health risk behavior, delinquency and autonomy as adolescent. We investigate this issue using a longitudinal epidemiological cohort study of 384 children at risk from the Rhine-Neckar Region in Germany. Our results indicate that noncognitive skills in early childhood are important predictors of educational success, tobacco and alcohol use, delinquency and autonomy in adolescence. In particular, the attention span has emerged as a dominant factor among noncognitive skills regarding educational performance, health behavior and delinquency in our study. Further, we find that boys with low noncognitive skills have significantly lower social outcomes compared to girls. --noncognitive skills,early childhood,risk factors,social outcomes

The effect of early noncognitive skills on social outcomes in adolescence

This paper investigates the impact of early noncognitive skills on social outcomes in adolescence. The child's attention span, approach, prevailing mood and distractibility in early childhood may be crucial predictors for school achievements, health risk behavior, delinquency and autonomy as adolescent. We investigate this issue using a longitudinal epidemiological cohort study of 384 children at risk from the Rhine-Neckar Region in Germany. Our results indicate that noncognitive skills in early childhood are important predictors of educational success, tobacco and alcohol use, delinquency and autonomy in adolescence. In particular, the attention span has emerged as a dominant factor among noncognitive skills regarding educational performance, health behavior and delinquency in our study. Further, we find that boys with low noncognitive skills have significantly lower social outcomes compared to girls

Initial Risk Matrix, Home Resources, Ability Development and Children's Achievement

This paper investigates the development of basic cognitive, motor and noncognitive abilities from infancy to adolescence. We analyse the predictive power of these abilities, initial risk conditions and home resources for children's achievement. Our data are taken from the Mannheim Study of Children at Risk (MARS), an epidemiological cohort study, which follows the long-term outcome of early risk factors. Results indicate that differences in abilities increase during childhood, while there is a remarkable stability in the distribution of the economic and socio-emotional home resources during childhood. Initial risk conditions trigger a cumulative effect. Cognitive, motor and noncognitive abilities acquired during preschool age contribute to the prediction of children's achievement at school age. --Initial Conditions,Home Resources,Intelligence,Persistence,Social Competencies,School Achievement

Initial Risk Matrix, Home Resources, Ability Development and Children's Achievement

This paper investigates the role of self-productivity and home resources in ability formation from infancy to adolescence. In addition, we study the complementarities between basic cognitive, motor and noncognitive abilities and social as well as academic achievement. Our data are taken from the Mannheim Study of Children at Risk (MARS), an epidemiological cohort study following the long-term outcome of early risk factors. Results indicate that initial risk conditions cumulate and that differences in basic abilities increase during development. Self-productivity rises in the developmental process and complementarities are evident. Noncognitive abilities promote cognitive abilities and social achievement. There is remarkable stability in the distribution of the economic and socio-emotional home resources during the early life cycle. This is presumably a major reason for the evolution of inequality in human development.school achievement, social competencies, persistence, intelligence, home resources, initial conditions

Self-Productivity and Complementarities in Human Development: Evidence from MARS

This paper investigates the role of self-productivity and home resources in capability formation from infancy to adolescence. In addition, we study the complementarities between basic cognitive, motor and noncognitive abilities and social as well as academic achievement. Our data are taken from the Mannheim Study of Children at Risk (MARS), an epidemiological cohort study following the long-term outcome of early risk factors. Results indicate that initial risk conditions cumulate and that differences in basic abilities increase during development. Self-productivity rises in the developmental process and complementarities are evident. Noncognitive abilities promote cognitive abilities and social achievement. There is remarkable stability in the distribution of the economic and socio-emotional home resources during the early life cycle. This is presumably a major reason for the evolution of inequality in human development. --Initial Conditions,Intelligence,Persistence,Home Resources,Social Competencies,School Achievement

Effects of age at school entry (ASE) on the development of non-cognitive skills : evidence from psychometric data

We identify effects of age at school entry (ASE) on the development of child temperament. Our analysis is based on psychometric measures from a longitudinal cohort study of children in the Rhine-Neckar region in central Germany. In children with a higher ASE due to a birthday late in the year, we find more favorable outcomes with respect to several temperamental dimensions: These children are more persistent and less often hyperactive. The findings are robust if we control for the respective temperamental dimension before entering school. We also show that the ASE effect on persistence is stable over time by comparing the children at age eight and age eleven, after the children have entered Germany’s segregated secondary-school tracks. At age eleven, we additionally find significant ASE effects on adaptability to change. Overall, the results point to a high degree of malleability in the considered non-cognitive skills after school entrance

Initial risk matrix, home resources, ability development and children’s achievement

This paper investigates the development of basic cognitive, motor and noncognitive abilities from infancy to adolescence. We analyse the predictive power of these abilities, initial risk conditions and home resources for children’s achievement. Our data are taken from the Mannheim Study of Children at Risk (MARS), an epidemiological cohort study, which follows the long-term outcome of early risk factors. Results indicate that differences in abilities increase during childhood, while there is a remarkable stability in the distribution of the economic and socio-emotional home resources during childhood. Initial risk conditions trigger a cumulative effect. Cognitive, motor and noncognitive abilities acquired during preschool age contribute to the prediction of children’s achievement at school age

Mutter-Kind-Interaktion im Säuglingsalter, Familienumgebung und Entwicklung früher kognitiver und nicht-kognitiver Fähigkeiten: Eine prospektive Studie

In der vorliegenden Studie wird anhand von Daten einer prospektiven Längsschnittstudie (Mannheimer Risikokinderstudie) untersucht, welchen Beitrag die Qualität der Mutter-Kind-Interaktion (MKI) im Säuglingsalter zur Vorhersage kognitiver (IQ) und nicht-kognitiver Fähigkeiten (Persistenz) bis zum Vorschulalter leistet. Dazu wird ein ökonometrisches Modell verwendet, das zusätzlich zu den durch Verhaltensbeobachtung gewonnenen MKI-Maßen die psychosoziale und organische Risikobelastung bei Geburt, die sozio-emotionale Familienumgebung und das Haushaltseinkommen enthält. Sowohl Merkmale der Mutter (Feinfühligkeit) als auch Merkmale des Kindes (Reaktivität) tragen bedeutsam zur Prognose des IQ und der Persistenz bei. Der Erklärungswert der Interaktionsvariablen wird durch die anderen Einflussfaktoren nur teilweise eingeschränkt. --Frühe Mutter-Kind-Interaktion,mütterliche Feinfühligkeit,Reaktivität des Kindes,Geburtsrisiken,psychosoziale Risiken,Intelligenzentwicklung,Familienumgebung

Psychisch auffällige Eltern: Risiken für die kindliche Entwicklung im Säuglings- und Kleinkindalter?

'Im Rahmen einer prospektiven Längsschnittstudie an 354 Familien und ihren erstgeborenen Kindern im Alter von 3 und 24 Monaten wird die Rolle psychischer Störungen der Eltern als Risikofaktor für die frühe kindliche Entwicklung untersucht. Die Ergebnisse zeigen, daß Kinder psychisch auffälliger Eltern im Alter von zwei Jahren vor allem sprachlich weniger weit entwickelt und in ihrem Sozialverhalten auffälliger sind als Kinder unauffälliger Eltern. Obwohl die psychische Auffälligkeit eines Elternteils mit zahlreichen anderen Problemen in der Familie konfundiert ist, läßt sich demonstrieren, daß sie einen spezifischen Einfluß auf die kindliche Entwicklung besitzt. Als vermittelnder Faktor zwischen elterlichen Auffälligkeiten und kindlichen Entwicklungsstörungen können gestörte Eltern-Kind-Beziehungen identifiziert werden. Nicht nur das seelische Befinden der Eltern beeinflußt die kindliche Entwicklung, elterliche Erfahrungen im Umgang mit ihren Kindern wirken sich umgekehrt auch auf die psychische Gesundheit der Eltern aus.' (Autorenreferat

Self-productivity and complementarities in human development : evidence from MARS

This paper investigates the role of self-productivity and home resources in capability formation from infancy to adolescence. In addition, we study the complementarities between basic cognitive, motor and noncognitive abilities and social as well as academic achievement. Our data are taken from the Mannheim Study of Children at Risk (MARS), an epidemiological cohort study following the long-term outcome of early risk factors. Results indicate that initial risk conditions cumulate and that differences in basic abilities increase during development. Self-productivity rises in the developmental process and complementarities are evident. Noncognitive abilities promote cognitive abilities and social achievement. There is remarkable stability in the distribution of the economic and socio-emotional home resources during the early life cycle. This is presumably a major reason for the evolution of inequality in human development