**Table 6: Correlations between socio-emotional skills and any earnings by education**

|**_Panel A: Aggregate Skills_**||Earnings|||||
|---|---|---|---|---|---|---|
||All<br>|Intra<br><br>|Inter<br>||||
||(1)|(2)|(3)||||
|Woman|-0.548***<br>(0.060)|-0.550***<br>(0.060)|-0.641***<br>(0.061)||||
|Education attainment|0.025***|0.025***|0.023***||||
|Woman*Education attainment|(0.006)<br>-0.010<br>|(0.006)<br>-0.010<br>|(0.007)<br>-0.008<br>||||
|SE skills|(0.006)<br>0.109**|(0.006)<br>0.139***|(0.006)<br>-0.103*||||
|Woman*SE skills|(0.049)<br>-0.079<br>(0.060)|(0.049)<br>-0.116*<br>(0.060)|(0.053)<br>0.130**<br>(0.063)||||
|Education attainment*SE skills|-0004|-0006|0008||||
|<br>|.<br>(0.005)<br>|.<br>(0.005)<br>|.<br>(0.005)<br>||||
|Woman*Education attainment*SE skills|0.012*<br>(0.006)|0.013**<br>(0.006)|-0.004<br>(0.007)||||
|Observations<br>R-squared|33,965<br>0240|33,957<br>0241|27,273<br>0283||||
|P-val SE skills+Edu Attain*SE skills|.<br>002|.<br>0003|.<br>0052||||
|<br>P-val SE skills+14*Edu Attain*SE skills<br>|.<br>0.098<br>|.<br>0.058<br>|.<br>0.713<br>||||
|P-val SE skills+Woman*SE skills|0.381|0.510|0.425||||
|P-val SE skills+Woman*SE skills+Edu Attain*SE skills+Woman*Edu Attain*SE skills|0.230|0.347|0.309||||
|P-val SE skills+Woman*SE skills+14*Edu Attain*SE skills+14*Woman*Edu Attain*SE skills|0.000|0.001|0.017||||
|P-val Edu Attain*SE skills+Woman*Edu Attain*SE skills<br>**_Panel B: Intrapersonal Skills_**|0.064|0.092|0.280||||
||||Earnings||||
||Positive Self<br>Concept|Emotional Regulation|<br>Perseverance|Personal<br>Initiative|PSDM|Self Control|
||(1)|(2)|(3)|(4)|(5)|(6)|
|Woman|-0.493***|-0.902***|-0.632***|-0.505***|-0.565***|-0.631***|
|Education attainment|(0.059)<br>0.045***<br>|(0.127)<br>0.007<br>|(0.061)<br>0.017**<br>|(0.068)<br>0.004<br>|(0.061)<br>0.031***<br>|(0.065)<br>-0.011<br>|
||(0.006)<br>|(0.011)|(0.007)|(0.009)|(0.007)<br>|(0.009)|
|Woman*Education attainment|-0.026***|0.010|-0.005|-0.014|-0.014**|-0.007|
||(0.007)|(0.012)|(0.006)|(0.009)|(0.007)|(0.009)|
|SE skills|0.244***|-0.163|0.004|0.029|-0.016|0.177***|
||(0.046)|(0.109)|(0.053)|(0.063)|(0.052)|(0.054)|
|Woman*SE skills|-0226***|-0003|0094|0001|0045|-0105|
|<br>Education attainment*SE skills|.<br>(0.058)<br>-0.015***|.<br>(0.126)<br>0.017*|.<br>(0.063)<br>0.004|.<br>(0.072)<br>0.000|.<br>(0.063)<br>0.006|.<br>(0.065)<br>-0.015**|
|Woman*Education attainment*SE skills|(0.005)<br>0.019***|(0.010)<br>0.000|(0.005)<br>-0.004|(0.006)<br>0.005|(0.005)<br>-0.002|(0.007)<br>0.003|
||(0.007)|(0.012)|(0.006)|(0.009)|(0.007)|(0.009)|
|Observations<br>|24,835<br>|15,691<br>|32,359<br>|15,726<br>|25,481<br>|14,817<br>|
|R-squared<br>|0.285<br>|0.204<br>|0.248<br>|0.281<br>|0.290<br>|0.355<br>|
|P-val SE skills+Edu Attain*SE skills|0.000|0.142|0.865|0.611|0.838|0.001|
|P-val SE skills+14*Edu Attain*SE skills|0.320|0.104|0.047|0.506|0.077|0.481|
|P-val SE skills+Woman*SE skills|0.599|0.009|0.003|0.380|0.401|0.043|
|P-val SE skills+Woman*SE skills+Edu Attain*SE skills+Woman*Edu Attain*SE skills|0.467|0.011|0.001|0.245|0.292|0.057|
|P-val SE skills+Woman*SE skills+14*Edu Attain*SE skills+14*Woman*Edu Attain*SE skills|0067|0098|0004|0095|0038|0126|
|<br>Pl Ed Atti*SE kill+W*Ed Atti*SE kill|.<br>0326|.<br>0007|.<br>0897|.<br>0354|.<br>0351|.<br>0047|
|-va u an ssomanu an ss<br>**_Panel C: Interpersonal Skills_**|.|.|.|.|.|.|
|||Ear|nings||||
||Empathy|Expressiveness|Interpersonal<br>Relatedness|Teamwork|||
||(1)|(2)|(3)|(4)|||
|Woman|-0.683***<br>|-0.829***<br>|-0.563***<br>|-0.660***<br>|||
|Education attainment|(0.178)<br>0.024*|(0.123)<br>0.013|(0.072)<br>0.034***|(0.070)<br>-0.007|||
||(0.014)|(0.010)|(0.008)|(0.011)|||
|Woman*Education attainment|-0.028|-0.000|-0.018**|-0.012|||
||(0018)|(0011)|(0008)|(0009)|||
|SE kill|.<br>0100|.<br>0263***|.<br>0224***|.<br>0087|||
|ss<br>|-.<br>(0.135)<br>|-.<br>(0.102)<br>|-.<br>(0.055)<br>|.<br>(0.061)<br>|||
|Woman*SE skills|0.252|0.261**|0.170**|-0.010|||
|Education attainment*SE skills|(0.173)<br>0.005|(0.121)<br>0.023***|(0.070)<br>0.016***|(0.070)<br>-0.011|||
|Woman*Education attainment*SE skills|(0.013)<br>-0015|(0.009)<br>-0017|(0.006)<br>-0010|(0.007)<br>0017*|||
||.<br>(0.017)|.<br>(0.011)|.<br>(0.007)|.<br>(0.009)|||
|Observations<br>R-squared|7,930<br>0.245|18,154<br>0.162|20,943<br>0.324|12,728<br>0.319|||
|P-val SE skills+Edu Attain*SE skills|0.440|0.0110|0.000|0.166|||
|P-val SE skills+14*Edu Attain*SE skills<br>P-val SE skills+Woman*SE skills|0.688<br>0162|0.0890<br>0974|0.891<br>0206|0.318<br>0028|||
|<br>P-val SE skills+Woman*SE skills+Edu Attain*SE skills+Woman*Edu Attain*SE skills<br>|.<br>0.146<br>|.<br>0.943<br>|.<br>0.215<br>|.<br>0.008<br>|||
|P-val SE skills+Woman*SE skills+14*Edu Attain*SE skills+14*Woman*Edu Attain*SE skills<br>P-val Edu Attain*SE skills+Woman*Edu Attain*SE skills|0.816<br>0.416|0.029<br>0.304|0.542<br>0.241|0.016<br>0.301|||

Note: OLS regression specifications control for age and include study fixed effects. All studies have equal weights. Woman is a dummy variable equal to 1 if the respondent is a woman, 0 otherwise. Earnings is the inverse hyperbolic sine (IHS) transformation of the respondent's monthly earnings in US dollars. Note that only business profit rather than total earnings is reported for Nigeria. Education, age bins and marital status are added as controls. Education stands for the highest educational attainment (completed) where 0=No education, 1=completed grade 1, 2=completed grade 2, ... 12=completed highschool, 13=completed certificate or diploma and 14=completed university degree or above. Note that Nigeria and Facebook projects have only categorical variable for education and "completed primary is coded as 9" and "completed secondary" is coded as 12. Age bins are added as controls. Age bins represent dummy variables equal to 1 if the respondent's age belongs to the age cohort which ranges from 15 to 65 with a 5 year gap, 0 otherwise. Married is a dummy variable equal to 1 if the respondent is married/cohabitating, 0 otherwise. SE skills stands for Socio-emotional skills. PSDM stands for Problem Solving and Decision Making. ***, **, and * indicate significance at the 1, 5, and 10 percent critical level.

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