Non-cognitive peer effects in secondary education

The peer effects literature has established that peers impact each other in the classroom through academic achievement and cognitive ability, but not explored many alternative channels. This paper examines how non-cognitive traits of an individual’s learning outcomes. I estimate a linear-in-means model models with additional terms accounting for “Big Five” personality traits. Controlling selection into schools, family background, there is significant, positive relationship between average conscientiousness individual performance order 0.15 standard deviation increase math scores 0.12 language scores. first evidence relating to secondary school lends support programs schools targeting development skills.