{"id":{"repo_id":"essex","oai_identifier":"oai:repository.essex.ac.uk:27275"},"canonical_url":"https://search.dev.ndltd.org/etd/essex/oai:repository.essex.ac.uk:27275","repository":{"repo_id":"essex","name":"University of Essex","base_url":"https://repository.essex.ac.uk/cgi/oai2"},"display":{"title":"Essays on the Family Economics and Gender","abstract":"This thesis contains three studies that focus on the accumulation of cognitive and non-cognitive skills in childhood and financial behaviors of young adults. Chapter 1 analyzes the effect of off-school time use of children on achievement outcomes using unique data on children age 8-12. The data contain detailed information on children's characteristics, including cognitive and non-cognitive skills and social preferences, as well as parents' and teacher's characteristics. We first show significant gender differences in the way the off-school time is allocated across different activities. Girls allocate 13% more time to domestic chores and 21% less time playing than boys. We then find that an extra one hour spent on domestic chores or playing is associated with a significant reduction in both math and verbal test scores. In Chapter 2, I examine the effects of birth order and sibling sex composition on non-cognitive skills using unique data on elementary and middle school children from Turkey. The data provide a broad set of non-cognitive skill measures. I find that later-born children are less empathetic, less gritty, and less curious than first-born children, while first-born children are less impulsive and over-confident. By contrast, I find no significant birth order effects on risk and time preferences or social preferences, elicited as altruism and cooperativeness. In Chapter 3, I examine the relationship between student borrowing behavior for post-secondary education and a set of individual-specific characteristics, including financial literacy, and cognitive and non-cognitive skills. I find that financial literacy is negatively associated with the probability of taking up a student loan and the fraction of the total educational cost financed through student loans. I also find that a number of non-cognitive skills, such as grit, patience, agreeableness, and emotional stability significantly predict borrowing behaviors, whereas cognitive ability has no predictive power.","abstract_html":"This thesis contains three studies that focus on the accumulation of cognitive and non-cognitive skills in childhood and financial behaviors of young adults. Chapter 1 analyzes the effect of off-school time use of children on achievement outcomes using unique data on children age 8-12. The data contain detailed information on children's characteristics, including cognitive and non-cognitive skills and social preferences, as well as parents' and teacher's characteristics. We first show significant gender differences in the way the off-school time is allocated across different activities. Girls allocate 13% more time to domestic chores and 21% less time playing than boys. We then find that an extra one hour spent on domestic chores or playing is associated with a significant reduction in both math and verbal test scores. In Chapter 2, I examine the effects of birth order and sibling sex composition on non-cognitive skills using unique data on elementary and middle school children from Turkey. The data provide a broad set of non-cognitive skill measures. I find that later-born children are less empathetic, less gritty, and less curious than first-born children, while first-born children are less impulsive and over-confident. By contrast, I find no significant birth order effects on risk and time preferences or social preferences, elicited as altruism and cooperativeness. In Chapter 3, I examine the relationship between student borrowing behavior for post-secondary education and a set of individual-specific characteristics, including financial literacy, and cognitive and non-cognitive skills. I find that financial literacy is negatively associated with the probability of taking up a student loan and the fraction of the total educational cost financed through student loans. I also find that a number of non-cognitive skills, such as grit, patience, agreeableness, and emotional stability significantly predict borrowing behaviors, whereas cognitive ability has no predictive power.","abstract_has_math":false,"creators":["Duysak, Enes"],"institution":"University of Essex","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-03","date_published":"2020-03","updated_at":"2026-07-24T02:18:34Z","subjects":["H Social Sciences (General)"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Duysak, Enes"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-03"]},{"key":"dc:date.issued","label":"Date","values":["2020-03"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Department of Economics"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Essex"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://repository.essex.ac.uk/27275/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["H Social Sciences (General)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repository.essex.ac.uk/27275/1/Thesis_eduysak_v4.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis contains three studies that focus on the accumulation of cognitive and non-cognitive skills in childhood and financial behaviors of young adults. Chapter 1 analyzes the effect of off-school time use of children on achievement outcomes using unique data on children age 8-12. The data contain detailed information on children's characteristics, including cognitive and non-cognitive skills and social preferences, as well as parents' and teacher's characteristics. We first show significant gender differences in the way the off-school time is allocated across different activities. Girls allocate 13% more time to domestic chores and 21% less time playing than boys. We then find that an extra one hour spent on domestic chores or playing is associated with a significant reduction in both math and verbal test scores. In Chapter 2, I examine the effects of birth order and sibling sex composition on non-cognitive skills using unique data on elementary and middle school children from Turkey. The data provide a broad set of non-cognitive skill measures. I find that later-born children are less empathetic, less gritty, and less curious than first-born children, while first-born children are less impulsive and over-confident. By contrast, I find no significant birth order effects on risk and time preferences or social preferences, elicited as altruism and cooperativeness. In Chapter 3, I examine the relationship between student borrowing behavior for post-secondary education and a set of individual-specific characteristics, including financial literacy, and cognitive and non-cognitive skills. I find that financial literacy is negatively associated with the probability of taking up a student loan and the fraction of the total educational cost financed through student loans. I also find that a number of non-cognitive skills, such as grit, patience, agreeableness, and emotional stability significantly predict borrowing behaviors, whereas cognitive ability has no predictive power."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Essays on the Family Economics and Gender"]}]}],"canonical_facts":{"dc:creator":["Duysak, Enes"],"dc:date":["2020-03"],"dc:date.issued":["2020-03"],"dc:description.abstract":["This thesis contains three studies that focus on the accumulation of cognitive and non-cognitive skills in childhood and financial behaviors of young adults. Chapter 1 analyzes the effect of off-school time use of children on achievement outcomes using unique data on children age 8-12. The data contain detailed information on children's characteristics, including cognitive and non-cognitive skills and social preferences, as well as parents' and teacher's characteristics. We first show significant gender differences in the way the off-school time is allocated across different activities. Girls allocate 13% more time to domestic chores and 21% less time playing than boys. We then find that an extra one hour spent on domestic chores or playing is associated with a significant reduction in both math and verbal test scores. In Chapter 2, I examine the effects of birth order and sibling sex composition on non-cognitive skills using unique data on elementary and middle school children from Turkey. The data provide a broad set of non-cognitive skill measures. I find that later-born children are less empathetic, less gritty, and less curious than first-born children, while first-born children are less impulsive and over-confident. By contrast, I find no significant birth order effects on risk and time preferences or social preferences, elicited as altruism and cooperativeness. In Chapter 3, I examine the relationship between student borrowing behavior for post-secondary education and a set of individual-specific characteristics, including financial literacy, and cognitive and non-cognitive skills. I find that financial literacy is negatively associated with the probability of taking up a student loan and the fraction of the total educational cost financed through student loans. I also find that a number of non-cognitive skills, such as grit, patience, agreeableness, and emotional stability significantly predict borrowing behaviors, whereas cognitive ability has no predictive power."],"dc:format":["text"],"dc:identifier.uri":["https://repository.essex.ac.uk/27275/1/Thesis_eduysak_v4.pdf"],"dc:language":["en"],"dc:publisher.department":["Department of Economics"],"dc:publisher.institution":["University of Essex"],"dc:relation.isreferencedby":["https://repository.essex.ac.uk/27275/"],"dc:subject":["H Social Sciences (General)"],"dc:title":["Essays on the Family Economics and Gender"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"],"dc:type.qualificationname":["phd"]},"updated_at":"2026-07-24T02:18:34Z"}