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

Abstract

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