title: Personality and the education-health gradient: a note on "understanding differences in health behaviors by education".
abstract: We test the robustness of the results of Cutler and Lleras-Muney (2010) on the role of personality in explaining the education-health gradient by using alternative measures of child personality available in the National Child Development Study. We show that, alternatively to the authors, conclusions, personality contributes to the education-health gradient to an extent nearly as large as that of cognition.
authors.affiliation: Harris School of Public Policy, University of Chicago, 1155 E. 60th Street, Chicago, IL 60637, USA. gconti@uchicago.edu
authors.forename: Gabriella
authors.initials: G
authors.lastname: Conti
authors.forename: Christopher
authors.initials: C
authors.lastname: Hansman
mesh_terms: D002648:Child; D003071:Cognition; D004522:Educational Status; D015438:Health Behavior; D054624:Health Status Disparities; D006801:Humans; D010551:Personality; D014481:United States