Michela Ponzo

An Empirical Study of Happiness in Italy

Abstract This study analyzes the determinants of individual subjective well-being (happiness) in Italy by estimating microeconometric happiness equations in order to examine the effects of socio-demographic characteristics and economic conditions on subjective evaluations of happiness. Consistent with the findings in other advanced countries we find that income and wealth increase happiness and that unemployment is extremely bad for subjective well-being. In addition, we obtain some novel and interesting results for Italy including the following: income obtained by public transfers has a limited impact on subjective well-being; education increases happiness, even when controlling for income; Southern residents and individuals living in large cities are less happy; and social capital makes people happier. Finally, individuals care about relative income, in the sense that their happiness is negatively influenced by the income of others in their group of reference. Our results show that several non-economic variables are extremely important for subjective well-being.

CLASS SIZE EFFECTS ON STUDENT ACHIEVEMENT: HETEROGENEITY ACROSS ABILITIES AND FIELDS

In this paper, we analyze class size effects on college students exploiting data from a project offering special remedial courses in mathematics and language skills to freshmen enrolled at an Italian medium-sized public university. To estimate the effects of class size, we exploit the fact that students and teachers are virtually randomly assigned to teaching classes of different sizes. From our analysis, it emerges that controlling for a number of individual characteristics, larger classes determine a significant and sizeable negative effect on student performance in mathematics. Importantly, this negative effect is significantly larger for low-ability students and negligible for high-ability ones. On the other hand, class size effects do not appear to be relevant for student achievement in language skills.

Does the Home Advantage Depend on Crowd Support? Evidence from Same-Stadium Derbies

We investigate to what extent crowd support contributes to the home advantage in soccer, disentangling this effect from other mechanisms such as players’ familiarity with the stadium and travel fatigue. To evaluate the relevance of crowd support in determining home advantage, we analyze same-stadium derbies (matches among teams that share the same stadium), in which teams enjoy different levels of support from the crowd—the home team has many more supporters mainly because of season ticket holders—while teams do not differ in terms of travel fatigue or familiarity with the stadium. Our estimation results suggest the existence of a sizable crowd support’s effect on the home advantage generated through the encouragement of players’ performance. Furthermore, we find consistent evidence that the support of the crowd tends to bias referee’s decisions (in terms of penalties, red cards, and yellow cards) in favor of the home team.

Professors' Beauty, Ability, and Teaching Evaluations in Italy

Abstract Using data from an Italian University, we relate student evaluations of teaching quality to the physical attractiveness of instructors (as evaluated by external raters using photos), controlling for a number of teacher and course characteristics. We first show that teachers’ beauty significantly affects evaluations of their teaching. We carry out a number of checks to tackle threats to internal validity: course fixed effects and individual research productivity are controlled for; an IV estimation strategy is undertaken using a second measure of beauty as an instrument; and measures of grooming and fastidiousness are introduced. Notwithstanding these controls, we find that more attractive teachers receive much better evaluations.

ARE MEN GIVEN PRIORITY FOR TOP JOBS? INVESTIGATING THE GLASS CEILING IN THE ITALIAN ACADEMIA

We investigate the gender gap in academic promotions, focusing on the Italian system, in which candidates first participate in a nationwide competition to obtain a scientific qualification and then successful candidates compete to obtain a position at the department level. We estimate the gender gaps in the probability of success at these two stages, controlling for several measures of productivity. Whereas no gender differences emerge at the national level, women have a lower probability of promotion at the department level. Robustness checks suggest that estimated gender gaps are not results of measurement errors.