Personality and the education-health gradient: a note on "understanding differences in health behaviors by education"
Gabriella Conti1, Christopher Hansman
1Harris School of Public Policy, University of Chicago, 1155 E. 60th Street, Chicago, IL 60637, USA. gconti@uchicago.edu
Abstract:
We test the robustness of the results of Cutler and Lleras-Muney (2010) on the role of personality in explaining the education-health gradient by using alternative measures of child personality available in the National Child Development Study. We show that, alternatively to the authors, conclusions, personality contributes to the education-health gradient to an extent nearly as large as that of cognition.
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