Does higher learning intensity affect student well-being? Evidence from the National Educational Panel Study

  • Quis J
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Abstract

Starting in 2004/2005, the German state Baden-WurŠemberg reduced academic track duration\r
from nine to eight years, leaving cumulative instruction time mostly unchanged. I use this change\r
in schooling policy to identify the e‚ect of schooling intensity on student well-being in life and\r
school, perceived stress, mental health indicators and self-ecacy. Using rich data from the National\r
Educational Panel Study (NEPS), estimates show higher strains for girls in terms of stress\r
and mental health than for boys. Unexpectedly, male subjective general well-being slightly increases\r
with the reform. Studentwell-being in school and self-ecacy remain mostly unchanged.

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Authors

  • Johanna Sophie Quis

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