Essays on the development of socioemotional skills
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | eng |
Título da fonte: | Repositório Institucional do FGV (FGV Repositório Digital) |
Texto Completo: | http://hdl.handle.net/10438/29108 |
Resumo: | This thesis consists of three essays on applied microeconomics that discuss schools role on students’ socio-emotional development. All three essays use the same data source: a survey that took place in 2017 and 2018 in full-time primary schools in Rio de Janeiro. In the first chapter we contributed to the discussion of school’s role in socio-emotional learning by using data from a randomized control trial (RCT) with a longitudinal data from Programa Compasso (PC). Positive and significant results of the program were found on vocabulary and emotion recognition, especially for students of classes which completed at least 70% of PC lessons. We also found negative and significant results, associated with extensive exposure to the program, on working memory and bias towards recognizing negative emotions. In the second chapter our goal was to understand the role of teacher’s beliefs towards cognitive/non-cognitive skills on their task allocation and to also understand the impact of task allocation on students’ outcomes. We created an instrument to measure teacher’s teaching task allocation and their beliefs on the importance of cognitive/non-cognitive skills. We conducted a randomized control trial in which half of teachers received text messages about the importance of socioemotional skills. We are able to show that this intervention had a positive and significant effect on teacher’s belief, which lead teacher to increase their socioemotional investments in about 6%, in comparison to control teachers. Also, treatment had a direct positive impact on students’ socio-emotional skills. In the third chapter we seek to causally identify the effect that violence can have on the socio-emotional skills and well-being of students and teachers. For violence variable we used data from an open source application in which users georeferenced occurrence of shootings in the metropolitan region of Rio de Janeiro. We then used state violence control policies as possible instrumental variables for violence. We find negative and small, but robust effects of violence on students’ empathy. Also, more violence in the vicinity of the school is related to a greater bias of children in relation to angry emotion, children witnessing aggressive situations more often. We identified evidence that students from schools that were more exposed to violence ended up feeling better and safer at schools. |
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Fonseca, Gabriela do CoutoEscolas::EESPEstevan, Fernanda Gonçalves de La FuenteMadeira, Ricardo de AbreuSantos, Daniel DominguesPonczek, Vladimir PinheiroPinto, Cristine Campos de Xavier2020-05-19T14:39:00Z2020-05-19T14:39:00Z2020-04-24http://hdl.handle.net/10438/29108This thesis consists of three essays on applied microeconomics that discuss schools role on students’ socio-emotional development. All three essays use the same data source: a survey that took place in 2017 and 2018 in full-time primary schools in Rio de Janeiro. In the first chapter we contributed to the discussion of school’s role in socio-emotional learning by using data from a randomized control trial (RCT) with a longitudinal data from Programa Compasso (PC). Positive and significant results of the program were found on vocabulary and emotion recognition, especially for students of classes which completed at least 70% of PC lessons. We also found negative and significant results, associated with extensive exposure to the program, on working memory and bias towards recognizing negative emotions. In the second chapter our goal was to understand the role of teacher’s beliefs towards cognitive/non-cognitive skills on their task allocation and to also understand the impact of task allocation on students’ outcomes. We created an instrument to measure teacher’s teaching task allocation and their beliefs on the importance of cognitive/non-cognitive skills. We conducted a randomized control trial in which half of teachers received text messages about the importance of socioemotional skills. We are able to show that this intervention had a positive and significant effect on teacher’s belief, which lead teacher to increase their socioemotional investments in about 6%, in comparison to control teachers. Also, treatment had a direct positive impact on students’ socio-emotional skills. In the third chapter we seek to causally identify the effect that violence can have on the socio-emotional skills and well-being of students and teachers. For violence variable we used data from an open source application in which users georeferenced occurrence of shootings in the metropolitan region of Rio de Janeiro. We then used state violence control policies as possible instrumental variables for violence. We find negative and small, but robust effects of violence on students’ empathy. Also, more violence in the vicinity of the school is related to a greater bias of children in relation to angry emotion, children witnessing aggressive situations more often. We identified evidence that students from schools that were more exposed to violence ended up feeling better and safer at schools.Esta tese é composta por três ensaios em microeconomia aplicada que relacionam, de formas diferentes, a escola com o desenvolvimento socioemocional dos alunos. Os três trabalhos usam a mesma fonte de dados: uma pesquisa que ocorreu em 2017 e 2018 em escolas primárias de tempo integral do Rio de Janeiro. No primeiro capítulo, contribuímos para a discussão do papel da escola no aprendizado socioemocional, usando dados de um experimento aleatório com dados longitudinais da implementação do Programa Compasso (PC). Resultados positivos e significativos do programa foram encontrados no reconhecimento de emoções e sobrr medidas de vocabulário, especialmente para alunos de turmas que concluíram pelo menos 70 % das aulas do programa. Também encontramos resultados negativos e significativos, associados à extensa exposição ao programa, sobre memória de trabalho e viés no reconhecimento de emoções negativas. No segundo capítulo, nosso objetivo é entender o papel das crenças do professor em relação às habilidades cognitivas/não cognitivas na alocação de tarefas e também o impacto desta alocação nos resultados dos alunos. Criamos um instrumento para medir a alocação de tarefas de ensino dos professores e suas crenças sobre a importância das habilidades cognitivas/não cognitivas. Realizamos um experimento informativo, no qual metade dos professores recebeu mensagens de texto sobre a importância das habilidades socioemocionais e a outra metade permaneceu como controle. Podemos mostrar que essa intervenção teve um efeito positivo e significativo na crença dos professores, o que os levaram a aumentar seus investimentos socioemocionais em cerca de 6%, em comparação com professores do controle. Além disso, o tratamento teve um impacto positivo nas habilidades socioemocionais dos alunos. No terceiro capítulo, procuramos identificar causalmente o efeito que a violência pode ter sobre as habilidades socioemocionais e o bem-estar de alunos e professores. Foram utilizados dados de um aplicativo de contribuição livre no qual os usuários georreferenciaram a ocorrência de tiroteios na região metropolitana do Rio de Janeiro. Em seguida, usamos políticas de controle da violência do estado como variáveis instrumentais para a violência. Encontramos efeitos negativos e pequenos, mas robustos, da violência na empatia dos alunos. Além disso, mais violência na vizinhança da escola está relacionada a um viés maior das crianças em relação à emoção zangado e com crianças que testemunham situações agressivas com mais frequência. Identificamos evidências de que estudantes de escolas mais expostas à violência acabaram se sentindo melhor e mais seguros nas escolas.engSocioemotional skillsSocioemotional learningTeachers’ beliefsViolence exposureHabilidades socioemocionaisCrenças dos professoresAprendizado socioemocionalExposição à violênciaEconomiaHabilidades sociaisInteligência emocionalProfessores e alunosProfessores - AtitudesViolência - Aspectos psicológicosEssays on the development of socioemotional skillsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional do FGV (FGV Repositório Digital)instname:Fundação Getulio Vargas (FGV)instacron:FGVTEXTTese-Gabriela Fonseca.pdf.txtTese-Gabriela Fonseca.pdf.txtExtracted texttext/plain102959https://repositorio.fgv.br/bitstreams/42734a5e-eed2-42e7-89fa-21ab707324ca/downloadc26ca5ece6fddb03769dd623083dc6daMD57THUMBNAILTese-Gabriela Fonseca.pdf.jpgTese-Gabriela 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|
dc.title.eng.fl_str_mv |
Essays on the development of socioemotional skills |
title |
Essays on the development of socioemotional skills |
spellingShingle |
Essays on the development of socioemotional skills Fonseca, Gabriela do Couto Socioemotional skills Socioemotional learning Teachers’ beliefs Violence exposure Habilidades socioemocionais Crenças dos professores Aprendizado socioemocional Exposição à violência Economia Habilidades sociais Inteligência emocional Professores e alunos Professores - Atitudes Violência - Aspectos psicológicos |
title_short |
Essays on the development of socioemotional skills |
title_full |
Essays on the development of socioemotional skills |
title_fullStr |
Essays on the development of socioemotional skills |
title_full_unstemmed |
Essays on the development of socioemotional skills |
title_sort |
Essays on the development of socioemotional skills |
author |
Fonseca, Gabriela do Couto |
author_facet |
Fonseca, Gabriela do Couto |
author_role |
author |
dc.contributor.unidadefgv.por.fl_str_mv |
Escolas::EESP |
dc.contributor.member.none.fl_str_mv |
Estevan, Fernanda Gonçalves de La Fuente Madeira, Ricardo de Abreu Santos, Daniel Domingues |
dc.contributor.author.fl_str_mv |
Fonseca, Gabriela do Couto |
dc.contributor.advisor1.fl_str_mv |
Ponczek, Vladimir Pinheiro Pinto, Cristine Campos de Xavier |
contributor_str_mv |
Ponczek, Vladimir Pinheiro Pinto, Cristine Campos de Xavier |
dc.subject.eng.fl_str_mv |
Socioemotional skills Socioemotional learning Teachers’ beliefs Violence exposure |
topic |
Socioemotional skills Socioemotional learning Teachers’ beliefs Violence exposure Habilidades socioemocionais Crenças dos professores Aprendizado socioemocional Exposição à violência Economia Habilidades sociais Inteligência emocional Professores e alunos Professores - Atitudes Violência - Aspectos psicológicos |
dc.subject.por.fl_str_mv |
Habilidades socioemocionais Crenças dos professores Aprendizado socioemocional Exposição à violência |
dc.subject.area.por.fl_str_mv |
Economia |
dc.subject.bibliodata.por.fl_str_mv |
Habilidades sociais Inteligência emocional Professores e alunos Professores - Atitudes Violência - Aspectos psicológicos |
description |
This thesis consists of three essays on applied microeconomics that discuss schools role on students’ socio-emotional development. All three essays use the same data source: a survey that took place in 2017 and 2018 in full-time primary schools in Rio de Janeiro. In the first chapter we contributed to the discussion of school’s role in socio-emotional learning by using data from a randomized control trial (RCT) with a longitudinal data from Programa Compasso (PC). Positive and significant results of the program were found on vocabulary and emotion recognition, especially for students of classes which completed at least 70% of PC lessons. We also found negative and significant results, associated with extensive exposure to the program, on working memory and bias towards recognizing negative emotions. In the second chapter our goal was to understand the role of teacher’s beliefs towards cognitive/non-cognitive skills on their task allocation and to also understand the impact of task allocation on students’ outcomes. We created an instrument to measure teacher’s teaching task allocation and their beliefs on the importance of cognitive/non-cognitive skills. We conducted a randomized control trial in which half of teachers received text messages about the importance of socioemotional skills. We are able to show that this intervention had a positive and significant effect on teacher’s belief, which lead teacher to increase their socioemotional investments in about 6%, in comparison to control teachers. Also, treatment had a direct positive impact on students’ socio-emotional skills. In the third chapter we seek to causally identify the effect that violence can have on the socio-emotional skills and well-being of students and teachers. For violence variable we used data from an open source application in which users georeferenced occurrence of shootings in the metropolitan region of Rio de Janeiro. We then used state violence control policies as possible instrumental variables for violence. We find negative and small, but robust effects of violence on students’ empathy. Also, more violence in the vicinity of the school is related to a greater bias of children in relation to angry emotion, children witnessing aggressive situations more often. We identified evidence that students from schools that were more exposed to violence ended up feeling better and safer at schools. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-05-19T14:39:00Z |
dc.date.available.fl_str_mv |
2020-05-19T14:39:00Z |
dc.date.issued.fl_str_mv |
2020-04-24 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10438/29108 |
url |
http://hdl.handle.net/10438/29108 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional do FGV (FGV Repositório Digital) instname:Fundação Getulio Vargas (FGV) instacron:FGV |
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Fundação Getulio Vargas (FGV) |
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FGV |
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FGV |
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Repositório Institucional do FGV (FGV Repositório Digital) |
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Repositório Institucional do FGV (FGV Repositório Digital) |
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