IS IT POSSIBLE TO DEVELOP SOCIAL-EMOTIONAL SKILLS OF ADOLESCENTS? EVIDENCE FROM BRAZILIAN PROGRAM

• Autor(a) principal: Oliveira, Felipe Resende
• Data de Publicação: 2021
• Outros Autores: Pazello, Elaine Toldo, Menezes, Tatiane Almeida de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Análise Econômica (Online)
• Texto Completo: https://seer.ufrgs.br/index.php/AnaliseEconomica/article/view/83971
• topic: impact evaluation; socioemotional skills; propensity score matching; differences in differences; I21; I28; J24; impact evaluation; socioemotional skills; propensity score matching; differences in differences; I21; I28; J24

There are scarce but relevant researches stating the importance of educatingsocioemotional competencies to the youth as it impacts individual’s success in life, andwhat is even more scarce is the analysis of the results and impact of programs that worktowards that educational goal, either implemented though public policies and Government funded projects. This paper seeks to evaluate the impact of the Academia EducarProject in 2016, focusing on its’ development of socioemotional skills on students usingthe methods of propensity score matching and differences in differences. Positive andsignificant effects were found on sociability (12% of initial value), assertiveness (16% ofinitial value) and political participation (double the initial percentage of treaties interested in participating in the country’s policy). The results for locus control and imaginative variables were significant and in the direction expected only in part of the specifications; for volatility, the results do not suggest impact. Several robustness analyzes wereperformed to validate the results found.