Warn N. Lekfuangfu

What's the good of education on our overall quality of life? A simultaneous equation model of education and life satisfaction for Australia

Many economists and educators favour public support for education on the premise that education improves the overall quality of life of citizens. However, little is known about the different pathways through which education shapes peoples satisfaction with life overall. One reason for this is because previous studies have traditionally analysed the effect of education on life satisfaction using single-equation models that ignore interrelationships between different theoretical explanatory variables. In order to advance our understanding of how education may be related to overall quality of life, the current study estimates a structural equation model using nationally representative data for Australia to obtain the direct and indirect associations between education and life satisfaction through five different adult outcomes: income, employment, marriage, children, and health. Although we find the estimated direct (or net) effect of education on life satisfaction to be negative and statistically significant in Australia, the total indirect effect is positive, sizeable and statistically significant for both men and women. This implies that misleading conclusions regarding the influence of education on life satisfaction might be obtained if only single-equation models were used in the analysis.

The marginal income effect of education on happiness: estimating the direct and indirect effects of compulsory schooling on well-being in Australia

Many economists and educators favour public support for education on the premise that education improves the overall well-being of citizens. However, little is known about the causal pathways through which education shapes people’s subjective well-being (SWB). This paper explores the direct and indirect well-being effects of extra schooling induced through compulsory schooling laws in Australia. We find the net effect of schooling on later SWB to be positive, though this effect is larger and statistically more robust for men than for women. We then show that the compulsory schooling effect on male’s SWB is indirect and is mediated through income.

Locus of Control and Its Intergenerational Implications for Early Childhood Skill Formation

This article builds upon Cunhas (2015) subjective rationality model in which parents have a subjective belief about the impact of their investment on their childrens early skill formation. We propose that this subjective belief is determined partly by locus of control (LOC), i.e. the extent to which individuals believe that their actions can influence future outcomes. Consistent with the theory, we show that maternal LOC measured at the 12th week of gestation strongly predicts maternal attitudes towards parenting style and actual time investments. We also utilise maternal LOC to improve the specification typically used to estimate skill production function parameters.