Work in progress
Foley, W., & Radl, J. (2023). A model of indirect crowding. (Link to working paper)
Apascaritei, P., Radl, J. & Swarr, M. (2023). Material incentives drive gender differences in cognitive effort among children. (Link to working paper)
Foley, W., & Radl, J. (2023). Parenting practices and children’s cognitive effort: A laboratory study. (Link to working paper)
Palacios-Abad, A., & Radl, J. (2023). Effort and dynamics of educational inequality: Evidence from a laboratory study among primary school children. (Link to working paper)
Radl, J., & Valdés, M.T. (2023). Month of birth and cognitive effort: a laboratory study of the relative age effect among fifth graders. (Link to working paper)
Radl, J., Apascaratei, P., Foley, W., Kröger, L., Palacios-Abad, A., Solga, H., Stuhler, J., & Swarr, M. (2023). More driven? Experimental evidence on differences in cognitive effort by social origin. (Link to presentation)
Peer-reviewed publications
Apascaritei, P., Demel, S., & Radl, J. (2021). The Difference Between Saying and Doing: Comparing Subjective and Objective Measures of Effort Among Fifth Graders. American Behavioral Scientist. https://doi.org/10.1177/0002764221996772
Palacios-Abad, A. (2021). Strive to Succeed? The Role of Persistence in the Process of Educational Attainment. American Behavioral Scientist. https://doi.org/10.1177/0002764221996758
Radl, J., & Miller, L. (2021). Conceptual and Methodological Considerations on Effort: An Interdisciplinary Approach. American Behavioral Scientist. https://doi.org/10.1177/0002764221996792
Book chapters
Kröger, L., Palacios-Abad, A., & Radl, J. (forthcoming): “Non-cognitive Skills and Intergenerational Inequality: Reviewing the Power of Personality”. In: Jil Blanden, Jani Erola, Elina Kilpi-Jakonen, Lindsey Macmillan (Eds.). Research Handbook on Intergenerational Inequality. Cheltenham: Edward Elgar.
Special issue of American Behaviour Scientist
Jonas Radl and Luis Miller served as guest editors for a Special Issue of the American Behaviour Scientist on “Interdisciplinary Perspectives on Effort: Measurement, Causes and Consequences”. Here are further articles from the issue, besides those listed above, which may be of interest:
Aguiar, F., Álvarez, M., & Miller, L. (2021). Locus of Control and the Acknowledgment of Effort. American Behavioral Scientist. https://doi.org/10.1177/0002764221996754
Bortolotti, S., Dohmen, T., Lehmann, H., Meyer, F., Pignatti, N., & Torosyan, K. (2021). Patience, Cognitive Abilities, and Cognitive Effort: Survey and Experimental Evidence From a Developing Country. American Behavioral Scientist. https://doi.org/10.1177/0002764221996754
De Dreu, C. K. W., Gërxhani, K., & Schram, A. (2021). Anticipating Peer Ranking Causes Hormonal Adaptations That Benefit Cognitive Performance. American Behavioral Scientist. https://doi.org/10.1177/0002764221996749
Gil-Hernández, C. J. (2021). The (Unequal) Interplay Between Cognitive and Noncognitive Skills in Early Educational Attainment. American Behavioral Scientist. https://doi.org/10.1177/0002764221996764
Holtmann, A. C., Menze, L., & Solga, H. (2021). Intergenerational Transmission of Educational Attainment: How Important Are Children’s Personality Characteristics?. American Behavioral Scientist. https://doi.org/10.1177/0002764221996779