Inquiry into high school students’ utility function

Janáček, Julius; Šťastný, Dan

Full metadata record

DC Field	Value	Language
dc.contributor.author	Janáček, Julius
dc.contributor.author	Šťastný, Dan
dc.date.accessioned	2019-02-25T13:23:05Z	-
dc.date.available	2019-02-25T13:23:05Z	-
dc.date.issued	2018
dc.identifier.citation	E+M. Ekonomie a Management = Economics and Management. 2018, roč. 21, č. 3, s. 57-74.	cs
dc.identifier.issn	2336-5604 (Online)
dc.identifier.issn	1212-3609 (Print)
dc.identifier.uri	http://hdl.handle.net/11025/31064
dc.format	17 s.	cs
dc.format.mimetype	application/pdf
dc.language.iso	en	en
dc.publisher	Technická univerzita v Liberci	cs
dc.relation.ispartofseries	E+M. Ekonomie a Management = Economics and Management	cs
dc.rights	CC BY-NC 4.0	en
dc.subject	užitek	cs
dc.subject	štěstí	cs
dc.subject	životní spokojenost	cs
dc.subject	studenti	cs
dc.subject	střední škola	cs
dc.subject	zdraví	cs
dc.subject	vztah	cs
dc.subject	dojíždění	cs
dc.subject	požívání návykových látek	cs
dc.title	Inquiry into high school students’ utility function	en
dc.type	článek	cs
dc.type	article	en
dc.rights.access	openAccess	en
dc.type.version	publishedVersion	en
dc.description.abstract-translated	his study uses data from our life-satisfaction survey of 1,414 students in 11 high schools in Northern parts of Czech Republic in the spring 2017 to discover certain parts of high school students’’ utility function. This is potentially useful for audiences ranging from macro-level policy-makers to teachers to parents to the students themselves in improving the design of policies and practices that either address life-satisfaction directly or affect it indirectly by pursuing other objectives. We use ordered logit and OLS regression models in various specifications to explore how different factors of students’ life from various domains (e.g. housing, economic, lifestyle, personal) associate with their self-assessed degree (0-10 scale) of life satisfaction or happiness. The effects of independent variables were investigated both separately within their own domain, and in all-inclusive models while always controlling for gender, age and specific effects of particular schools. The results confirm quite robustly several well-established and expected effects, namely the positive effects of one’s relations to parents and friends, or one’s health conditions, and negative effects of smoking tobacco or being discriminated. The findings also reveal some relatively unestablished facts such as a large positive effect of being needed, or the negative effect of commuting time. The outright surprising results include the irrelevance of alcohol consumption (contrary to expected negative effects and in contrast to identified negative effects of tobacco consumption) or of the absolute amount of money available (contrary to expected positive effects); the positive effect of cannabis use and of being a vegan; or the partially negative effect of engaging in arts or creative activities. While the above results are not all easily turned into recommendations for students, their parents, school administrators or policy makers on how to secure a happy life of teenagers, there are a few that may go beyond the obvious: avoid smoking, consider commuting time seriously, encourage and nurture good relations. Caveats regarding external validity apply.	en
dc.subject.translated	utility	en
dc.subject.translated	happiness	en
dc.subject.translated	life satisfaction	en
dc.subject.translated	students	en
dc.subject.translated	high school	en
dc.subject.translated	health	en
dc.subject.translated	relationship	en
dc.subject.translated	commuting	en
dc.subject.translated	substance use	en
dc.identifier.doi	https://dx.doi.org/10.15240/tul/001/2018-3-004
dc.type.status	Peer-reviewed	en
Appears in Collections:	Číslo 3 (2018) Číslo 3 (2018)

Files in This Item:

File	Description	Size	Format
EM_3_2018_04.pdf	Plný text	1,1 MB	Adobe PDF	View/Open

Show simple item record

Please use this identifier to cite or link to this item: http://hdl.handle.net/11025/31064

search

navigation