TY - JOUR A1 - Anger, Silke A1 - Christoph, Bernhard A1 - Galkiewicz, Agata A1 - Margaryan, Shushanik A1 - Peter, Frauke A1 - Sandner, Malte A1 - Siedler, Thomas T1 - War, international spillovers, and adolescents: Evidence from Russia's invasion of Ukraine in 2022 JF - Journal of Economic Behavior & Organization N2 - Using novel longitudinal data, this paper studies the short- and medium-term effects of Russia's invasion of Ukraine on February 24, 2022 on social trust of adolescents in Germany. Comparing adolescents who responded to our survey shortly before the start of the war with those who responded shortly after the conflict began and applying difference-in-differences (DiD) models over time, we find a significant decline in the outcome after the war started. These findings provide new evidence on how armed conflicts influence social trust and well-being among young people in a country not directly involved in the war. KW - War Trust Social capital Russia's invasion of Ukraine Y1 - 2024 U6 - https://doi.org/10.1016/j.jebo.2024.03.009 SN - 0167-2681 VL - 224 SP - 181 EP - 193 PB - Elsevier BV ER - TY - GEN A1 - Anger, Silke A1 - Christoph, Bernhard A1 - Galkiewicz, Agata A1 - Hörl, Tobias A1 - Margaryan, Shushanik A1 - Maushart, Milan A1 - Peter, Frauke A1 - Sandner, Malte A1 - Siedler, Thomas T1 - Berufliche Pläne von Haupt- und Realschüler*innen: Der Anteil der Unentschlossenen steigt T2 - IAB Forum N2 - Der Anteil der Jugendlichen, die sich sicher sind, eine Ausbildung absolvieren zu wollen, sinkt zusehends. Zuletzt traf dies nur noch auf 42 Prozent der befragten Hauptschüler*innen und auf 37 Prozent der Realschüler*innen in den jeweiligen Abschlussklassen zu. Y1 - 2024 U6 - https://doi.org/10.48720/IAB.FOO.20240924.01 VL - 2024 ER - TY - RPRT A1 - Anger, Silke A1 - Christoph, Berhard A1 - Galkiewicz, Agata A1 - Margaryan, Shushanik A1 - Sandner, Malte A1 - Siedler, Thomas T1 - Online Tutoring, School Performance, and School-to-Work Transitions: Evidence from a Randomized Controlled Trial N2 - Tutoring programs for low-performing students, delivered in-person or online, effectively enhance school performance, yet their medium- and longer-term impacts on labor market outcomes remain less understood. To address this gap, we conduct a randomized controlled trial with 839 secondary school students in Germany to examine the effects of an online tutoring program for low-performing students on academic performance and school-to-work transitions. The online tutoring program had a non-significant intention-to-treat effect of 0.06 standard deviations on math grades six months after program start. However, among students who had not received other tutoring services prior to the intervention, the program significantly improved math grades by 0.14 standard deviations. Moreover, students in non-academic school tracks experienced smoother school-to-work transitions, with vocational training take-up 18 months later being 5 percentage points higher—an effect that was even larger (12 percentage points) among those without prior tutoring. Overall, the results indicate that tutoring can generate lasting benefits for low-performing students that extend beyond school performance. KW - online tutoring; randomized controlled trial; disadvantaged youth; KW - school grades; school-to-work transition Y1 - 2025 UR - https://www.rfberlin.com/wp-content/uploads/2025/12/25151.pdf ER - TY - RPRT A1 - Anger, Silke A1 - Christoph, Bernhard A1 - Galkiewicz, Agata A1 - Margaryan, Shushanik A1 - Peter, Frauke A1 - Sandner, Malte A1 - Siedler, Thomas T1 - A Library in the Palm of Your Hand? A Randomized Field Experiment with Low-Income Children T2 - IZA : Discussion paper series N2 - Reading comprehension is critical for academic success, yet children from disadvantaged backgrounds often engage in reading less frequently than their more advantaged peers. This study evaluates the impact of a randomized reading intervention targeting 11{12-year-olds from low-income households in Germany. As part of the intervention, children received e-book readers with access to a large digital library of age-appropriate books. The results show a signicant increase in reading engage- ment, leading to improvements in academic performance. 12 months after the start of the intervention, academic performance improved by 10.3% of a standard devia- tion, with eects persisting at 9.6% after 30 months. Additionally, the intervention positively impacted the socioemotional well-being of the children. Y1 - 2024 UR - https://docs.iza.org/dp17322.pdf SN - 2365-9793 IS - 17322 ER -