The formation of human capital is important for a society's welfare and economic success. Recent literature shows that child health can provide an important explanation for disparities in children's human capital development across different socio-economic groups. While this literature focuses on cognitive skills as determinants of human capital, it neglects non-cognitive skills. We analyze data from economic experiments with preschoolers and their mothers to investigate whether child health can explain developmental gaps in children's non-cognitive skills. Our measure for children's non-cognitive skills is their willingness to compete with others. Our findings suggest that health problems are negatively related to children's willingness to compete and that the effect of health on competitiveness differs with socioeconomic background. Health has a strongly negative effect in our sub-sample with low socio-economic background, whereas there is no effect in our sub-sample with high socio-economic background.

Individuals are increasingly asked to take responsibility for preparing for retirement and available financial products to do so are growing in sophistication. A better understanding of how non-cognitive skills influence financial capability and retirement preparation could help effective policy design. This area of research has been hampered by the struggle to find reliable measures of these skills. I argue that questionnaires themselves can be seen as performance tasks, such that measures of survey effort could lead to meaningful measures of non-cognitive skills. I exploit the fact that I observe respondents taking multiple survey modules covering different topics in different moments of time to build survey effort measures in a nationally representative internet panel. I use survey effort measures along with self-reports to study the role of non-cognitive skills on retirement preparation and financial capability. My results show that non-cognitive skills can have a significant role, beyond the role of cognitive ability.

This article explores the origins of youth engagement in school, community and democracy. Specifically, it considers the role of psychosocial or non-cognitive abilities, like grit or perseverance. Using a novel original large-scale longitudinal survey of students linked to school administrative records and a variety of modeling techniques – including sibling, twin and individual fixed effects – the study finds that psychosocial abilities are a strong predictor of youth civic engagement. Gritty students miss less class time and are more engaged in their schools, are more politically efficacious, are more likely to intend to vote when they become eligible, and volunteer more. Our work highlights the value of psychosocial attributes in the political socialization of young people.