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Does the study abroad experience affect attitudes towards other nationalities?
Cahlíková, Jana
Every year, millions of people relocate to a foreign country for school or work. This research provides evidence of how such international experience shifts preferences and stereotypes related to other nationalities. I use participation in the Erasmus study abroad program as a source of variation in international experience. Students who are ready to participate in the Erasmus program are chosen as a control group for students who have returned from studies abroad. Individuals make decisions in a Trust Game and in a Triple Dictator Game to decompose changes to statistical discrimination from changes to taste-based discrimination. Results show that while students do not differentiate between partners from Northern and Southern Europe in the Trust Game prior to an Erasmus study abroad, students who have returned from Erasmus studies abroad begin to exhibit less trust towards partners from the South. Behavior towards other nationalities in the Triple Dictator Game is not affected by the Erasmus study experience. Overall, the results suggest that participants learn ab out cross-country variation in cooperative behavior while abroad and therefore statistical discrimination increases with international experience.
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Learning by torture or learning by play? A comparison of satisfaction with school and mathematics from the perspective of international testing programs
Federičová, Miroslava ; Münich, Daniel
The international survey PISA 2012, which focused on 15-year-old students in OECD countries and many others, showed that almost 80% of students feel happy at school. Among the 64 participating countries, those with the highest proportion of contented students were Indonesia, Albania and Peru (96%, 94% and 94%). However, the countries with the lowest share of such students were South Korea, the Czech Republic and Slovakia (60%, 63% and 64%).
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Preparing for the eight-year gymnasium: the great pupil steeplechase
Federičová, Miroslava ; Münich, Daniel
Nearly 20% of all fifth-year pupils apply for entry to eight-year gymnasium, but fewer than half of them are successful. The vast majority apply on the basis of their own and their parents‘ joint interests. Preparation for the entry exams is a burden both for the children and their parents, whether in the form of lost free time, or in terms of financial outlayings for tutoring, preparatory courses and practice tests. Nearly 85% of those enrolled to take the entry examinations dedicate time weekly to their preparation, and each day sees almost one in two of these pupils busy with preparation. Intensive preparation vastly increases the likelihood of acceptance for the lowerachieving half of candidates. For the higher-achieving half, intensive preparation is rather an insurance measure, to ensure that the very hard-working candidates from the lower half will not overtake them. There are many indications that intensive extra-curricular study in preparation for the entry examinations for eight-year gymnasium significantly improves pupils‘ knowledge and skills. In this, will power, perseverance, ambition, rigour and pressure from the parents play a significant role.
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