Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/250057 
Erscheinungsjahr: 
2020
Quellenangabe: 
[Journal:] Journal of Health Economics [ISSN:] 0167-6296 [Volume:] 70 [Article No.:] 102256 [Publisher:] Elsevier BV [Place:] Amsterdam [Year:] 2020
Verlag: 
Elsevier BV, Amsterdam
Zusammenfassung: 
While several studies suggest that stress-related mental health problems among school children are related to specific elements of schooling, empirical evidence on this causal relationship is scarce. We examine a German schooling reform that increased weekly instruction time and study its effects on stress-related outpatient diagnoses from the universe of health claims data of the German Social Health Insurance. Exploiting the differential timing in the reform implementation across states, we show that the reform slightly increased stress-related health problems among school children. While increasing instruction time might increase student performance, it might have adverse effects in terms of additional stress.
Schlagwörter: 
Stress
Mental health
Instruction time
G8 reform
JEL: 
I18
I28
DOI der veröffentlichten Version: 
Creative-Commons-Lizenz: 
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Dokumentart: 
Article
Dokumentversion: 
Accepted Manuscript (Postprint)

Datei(en):
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