Aligning Measurement of Psychological Traits and Economic Preferences

项目摘要 我们提出了一个心理学、儿童发展和行为经济学的合作研究项目 调查在这些研究中经常使用的人类潜力指标的可比性和预测能力， 领域的使用收集的关于人格特质、执行功能（EF）技能和经济能力的常见指标的数据， 在多个国家的偏好，我们将采用严格的统计方法来调查的关系 在这些属性中，从青春期前开始，并评估哪些维度最能预测健康，幸福， 教育成果、工资和劳动力决策。我们还将研究儿童的稳定性和可塑性， 青少年的特点，技能和偏好，在不同的环境和激励结构的环境。(1)我们 考察性状的共性;（2）性状的独特性;（3）独特性状和共性性状的进化。我们将 研究传统测量方法之外的其他测量方法（例如，关系，一种广泛用于描述社交能力的特征， 在中国使用），以检查它们与标准测量的关系，以及它们是否具有额外的预测性 动力. 儿童和青少年时期的人格特征、执行功能技能和经济偏好是重要的预测因素， 成人的结果，包括身心健康、教育程度和就业。这些措施 毅力和时间偏好等属性越来越多地用于评估童年的影响 我们的目标是采取干预措施，监测学校的进展，预测健康结果，并研究经济和社会不平等。然而，在这方面， 关于性格、技能和偏好在童年和青春期如何演变和共同演变，我们知之甚少。 这笔赠款将支持合作努力，以衡量儿童和青少年的个性特征，EF技能， 经济偏好利用人类发展经济学中心的专业知识（牛津大学） 芝加哥），教育考试服务，行为与不平等研究所（波恩大学），研究所 儿童发展研究所（明尼苏达大学）和经济与社会研究所（暨南大学）。 使用现有的数据与新的数据收集相结合，我们将探索跨引出的特质，技能， 确定不同衡量方案在多大程度上反映了共同或不同方面的偏好措施 人类的差异，以及这些关系是否因文化、性别、种族和种族而异。我们的分析将 统一各项衡量标准，以考虑影响答复的因素，从而提高可比性。我们 将使用我们的引出措施和潜在的因素，他们预测在学校的表现（例如，旷工， 成绩、晋升、行为问题、毕业），健康（例如，身体，情感，社会），工资，就业， 和职业。我们将研究引发措施的稳定性和演变，特质的可塑性，技能， 偏好，预测这些措施的因素（包括机构和家庭背景以及父母的影响 对他们的孩子），以及整个童年和青春期的稳定和变化的相关因素。

Project Summary We propose a collaborative research project in psychology, child development, and behavioral economics investigating the comparability and predictive power of measures of human potential that are regularly used in these fields. Using data collected on common measures of personality traits, executive function (EF) skills, and economic preferences across multiple countries, we will apply rigorous statistical methodology to investigate the relationships among these attributes beginning in pre-adolescence and assess which dimensions best predict health, wellbeing, educational outcomes, wages, and workforce decisions. We will also examine the stability and malleability of child and adolescent traits, skills, and preferences across environments with different contexts and incentive structures. (1) We examine the commonality of traits, and (2) their uniqueness, and (3) the evolution of unique and common traits. We will examine additional measures beyond the traditional ones (for example Guanxi, a trait capturing sociability that is widely used in China) to examine their relationship with the standard measures, and whether they have additional predictive power. Personality traits, EF skills, and economic preferences in childhood and adolescence are important predictors of adult outcomes, including physical and mental health, educational attainment, and employment. Measures of these attributes, such as perseverance and time preference, are increasingly used to evaluate the impacts of childhood interventions, monitor progress in school, forecast health outcomes, and study economic and social inequality. However, little is known about how traits, skills, and preferences evolve and co-evolve across childhood and adolescence. This grant will support collaborative efforts to measure child and adolescent personality traits, EF skills, and economic preferences drawing on expertise from the Center for the Economics of Human Development (University of Chicago), the Educational Testing Service, the briq Institute on Behavior & Inequality (University of Bonn), the Institute of Child Development (University of Minnesota), and the Institute for Economic and Social Research (Jinan University). Using existing data combined with new data collection, we will explore the relationships across elicited trait, skill, and preference measures to determine the extent to which different measurement schemes capture common or distinct aspects of human differences, and if these relationships vary across cultures, gender, ethnicity, and race. Our analysis will standardize across the measures to account for factors that influence responses, leading to increased comparability. We will use our elicited measures and the latent factors underlying them to predict performance in school (e.g., absenteeism, grades, promotion, behavioral problems, graduation), health (e.g., physical, emotional, social), and wages, employment, and occupation. We will examine the stability and evolution of the elicited measures, the malleability of traits, skills, and preferences, the factors that predict these measures (including institutional and family background and parental influences on their children), and the correlates of stability and change throughout childhood and adolescence.