Essays on socioemotional skills and learning
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UFPE |
Texto Completo: | https://repositorio.ufpe.br/handle/123456789/31310 |
Resumo: | This thesis is composed by two articles in Applied Microeconomics - Economics of Education.The first chapter seeks to measure the effect of bullying in math scores of students in the 6th grade of public school in the city of Recife, Pernambuco, Brazil with the use of data from a survey by Joaquim Nabuco Foundation in 2013. The methodology applied is Propensity Score Matching (PSM) in order to compare students who reported having suffered bullying with a control group, consisting of students who did not suffer bullying. Specifically, I aim to understand the role of social emotional skills and their potential influence on bullying. The results suggest that bullying has a negative impact on performance in mathematics and that social emotional skills can help students deal with bullying. Several econometric techniques were used to circumvent endogeneity problems. To identify personality traits, we use a factor model that also serves to correct for prediction error bias. The sensitivity analysis indicated potential problems of omitted variables. The results indicate that anti-bullying programs should take into account social emotional skills.In the second chapter, I discuss that there are scarce but relevant researches stating the importance of educating socioemotional competencies to the youth as it impacts individual’s success in life, and what is even more scarce is the analysis of the results and impact of programs that work towards that educational goal, either implemented though public policies and Government funded projects. This chapter seeks to evaluate the impact of the Academia Educar Project in 2016, focusing on its’ development of socioemotional skills on students using the methods of Propensity Score Matching and Differences in Differences. Positive and significant effects were found on Sociability (12% of initial value), Assertiveness (16% of initial 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 were performed to validate the results found. |
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OLIVEIRA, Felipe Resendehttp://lattes.cnpq.br/5724942282637254http://lattes.cnpq.br/5982392759349128MENEZES, Tatiane Almeida deIRFFI, Guilherme Diniz2019-07-02T20:42:52Z2019-07-02T20:42:52Z2018-03-07https://repositorio.ufpe.br/handle/123456789/31310This thesis is composed by two articles in Applied Microeconomics - Economics of Education.The first chapter seeks to measure the effect of bullying in math scores of students in the 6th grade of public school in the city of Recife, Pernambuco, Brazil with the use of data from a survey by Joaquim Nabuco Foundation in 2013. The methodology applied is Propensity Score Matching (PSM) in order to compare students who reported having suffered bullying with a control group, consisting of students who did not suffer bullying. Specifically, I aim to understand the role of social emotional skills and their potential influence on bullying. The results suggest that bullying has a negative impact on performance in mathematics and that social emotional skills can help students deal with bullying. Several econometric techniques were used to circumvent endogeneity problems. To identify personality traits, we use a factor model that also serves to correct for prediction error bias. The sensitivity analysis indicated potential problems of omitted variables. The results indicate that anti-bullying programs should take into account social emotional skills.In the second chapter, I discuss that there are scarce but relevant researches stating the importance of educating socioemotional competencies to the youth as it impacts individual’s success in life, and what is even more scarce is the analysis of the results and impact of programs that work towards that educational goal, either implemented though public policies and Government funded projects. This chapter seeks to evaluate the impact of the Academia Educar Project in 2016, focusing on its’ development of socioemotional skills on students using the methods of Propensity Score Matching and Differences in Differences. Positive and significant effects were found on Sociability (12% of initial value), Assertiveness (16% of initial 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 were performed to validate the results found.FACEPEEsta tese é composta por dois artigos em Microeconomia Aplicada - Economia da Educação.O primeiro capítulo busca medir o efeito do bullying em matemática dos alunos do 6º ano do ensino público da cidade do Recife, Pernambuco, Brasil, com o uso de dados de uma pesquisa da Fundação Joaquim Nabuco em 2013. A metodologia aplicada é Propensity Score Matching (PSM), a fim de comparar os alunos que relataram ter sofrido bullying com um grupo de controle, constituído por alunos que não sofreram bullying. Especificamente, pretendo entender o papel das habilidades emocionais sociais e sua potencial influência no bullying. Os resultados sugerem que o bullying tem um impacto negativo no desempenho em matemática e que as habilidades emocionais sociais podem ajudar os alunos a lidar com o bullying. Diversas técnicas econométricas foram usadas para contornar problemas de endogeneidade. Para identificar traços de personalidade, usamos um modelo de analise fatorial que também serve para corrigir o viés de erro de previsão. A análise de sensibilidade indicou problemas potenciais de variáveis omitidas. Os resultados indicam que os programas anti-bullying devem levar em conta as habilidades emocionais sociais.No segundo capítulo, discuto que existem pesquisas escassas, mas relevantes, que afirmam a importância de educar as competências socioemocionais para os jovens, pois isso impacta o sucesso do indivíduo na vida, e o que é ainda mais escasso é a análise dos resultados e impacto dos programas que funcionam em direção a esse objetivo educacional, seja implementado através de políticas públicas e projetos financiados pelo governo. Este capítulo procura avaliar o impacto do Projeto Academia Educar em 2016, enfocando seu desenvolvimento em habilidades socioemocionais nos alunos, através dos métodos Propensity Score Matching e Diferenças em Diferenças. Efeitos positivos e significativos foram encontrados em Sociabilidade (12% do valor inicial), Assertividade (16% do valor inicial) e Participação Política (dobrou a porcentagem inicial de tratados interessados em participar da política do país). Os resultados para as variáveis Locus de Controle e Imaginativo foram significativos e na direção esperada apenas em parte das especificações; para Volatilidade, os resultados não sugerem impacto. Várias análises de robustez foram realizadas para validar os resultados encontrados.engUniversidade Federal de PernambucoPrograma de Pos Graduacao em EconomiaUFPEBrasilAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessBullyngAvaliação de impactoHabilidades emocionaisEssays on socioemotional skills and learninginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisdoutoradoreponame:Repositório Institucional da UFPEinstname:Universidade Federal de Pernambuco (UFPE)instacron:UFPETHUMBNAILTESE Felipe Resende Oliveira.pdf.jpgTESE Felipe Resende Oliveira.pdf.jpgGenerated Thumbnailimage/jpeg1149https://repositorio.ufpe.br/bitstream/123456789/31310/6/TESE%20Felipe%20Resende%20Oliveira.pdf.jpg2ad3dde8e5cf9f25a59e28b617564567MD56ORIGINALTESE Felipe Resende Oliveira.pdfTESE Felipe Resende Oliveira.pdfapplication/pdf1928753https://repositorio.ufpe.br/bitstream/123456789/31310/1/TESE%20Felipe%20Resende%20Oliveira.pdf719a682f678589a5eeab48fe2218d10cMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-82310https://repositorio.ufpe.br/bitstream/123456789/31310/3/license.txtbd573a5ca8288eb7272482765f819534MD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufpe.br/bitstream/123456789/31310/4/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD54TEXTTESE Felipe Resende Oliveira.pdf.txtTESE Felipe Resende Oliveira.pdf.txtExtracted texttext/plain206334https://repositorio.ufpe.br/bitstream/123456789/31310/5/TESE%20Felipe%20Resende%20Oliveira.pdf.txtacc101102b0cc1ac361a06832ba8fcbeMD55123456789/313102019-10-25 10:16:24.147oai:repositorio.ufpe.br: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ório InstitucionalPUBhttps://repositorio.ufpe.br/oai/requestattena@ufpe.bropendoar:22212019-10-25T13:16:24Repositório Institucional da UFPE - Universidade Federal de Pernambuco (UFPE)false |
dc.title.pt_BR.fl_str_mv |
Essays on socioemotional skills and learning |
title |
Essays on socioemotional skills and learning |
spellingShingle |
Essays on socioemotional skills and learning OLIVEIRA, Felipe Resende Bullyng Avaliação de impacto Habilidades emocionais |
title_short |
Essays on socioemotional skills and learning |
title_full |
Essays on socioemotional skills and learning |
title_fullStr |
Essays on socioemotional skills and learning |
title_full_unstemmed |
Essays on socioemotional skills and learning |
title_sort |
Essays on socioemotional skills and learning |
author |
OLIVEIRA, Felipe Resende |
author_facet |
OLIVEIRA, Felipe Resende |
author_role |
author |
dc.contributor.authorLattes.pt_BR.fl_str_mv |
http://lattes.cnpq.br/5724942282637254 |
dc.contributor.advisorLattes.pt_BR.fl_str_mv |
http://lattes.cnpq.br/5982392759349128 |
dc.contributor.author.fl_str_mv |
OLIVEIRA, Felipe Resende |
dc.contributor.advisor1.fl_str_mv |
MENEZES, Tatiane Almeida de |
dc.contributor.advisor-co1.fl_str_mv |
IRFFI, Guilherme Diniz |
contributor_str_mv |
MENEZES, Tatiane Almeida de IRFFI, Guilherme Diniz |
dc.subject.por.fl_str_mv |
Bullyng Avaliação de impacto Habilidades emocionais |
topic |
Bullyng Avaliação de impacto Habilidades emocionais |
description |
This thesis is composed by two articles in Applied Microeconomics - Economics of Education.The first chapter seeks to measure the effect of bullying in math scores of students in the 6th grade of public school in the city of Recife, Pernambuco, Brazil with the use of data from a survey by Joaquim Nabuco Foundation in 2013. The methodology applied is Propensity Score Matching (PSM) in order to compare students who reported having suffered bullying with a control group, consisting of students who did not suffer bullying. Specifically, I aim to understand the role of social emotional skills and their potential influence on bullying. The results suggest that bullying has a negative impact on performance in mathematics and that social emotional skills can help students deal with bullying. Several econometric techniques were used to circumvent endogeneity problems. To identify personality traits, we use a factor model that also serves to correct for prediction error bias. The sensitivity analysis indicated potential problems of omitted variables. The results indicate that anti-bullying programs should take into account social emotional skills.In the second chapter, I discuss that there are scarce but relevant researches stating the importance of educating socioemotional competencies to the youth as it impacts individual’s success in life, and what is even more scarce is the analysis of the results and impact of programs that work towards that educational goal, either implemented though public policies and Government funded projects. This chapter seeks to evaluate the impact of the Academia Educar Project in 2016, focusing on its’ development of socioemotional skills on students using the methods of Propensity Score Matching and Differences in Differences. Positive and significant effects were found on Sociability (12% of initial value), Assertiveness (16% of initial 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 were performed to validate the results found. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-03-07 |
dc.date.accessioned.fl_str_mv |
2019-07-02T20:42:52Z |
dc.date.available.fl_str_mv |
2019-07-02T20:42:52Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpe.br/handle/123456789/31310 |
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https://repositorio.ufpe.br/handle/123456789/31310 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
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Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Pernambuco |
dc.publisher.program.fl_str_mv |
Programa de Pos Graduacao em Economia |
dc.publisher.initials.fl_str_mv |
UFPE |
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Brasil |
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Universidade Federal de Pernambuco |
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