Luc Van Ootegem & Elsy Verhofstadt Presentation at the conference “New directions in Welfare”...

Luc Van Ootegem & Elsy Verhofstadt Presentation at the conference “New directions in Welfare”

Oxford 29 June – 1 July 2009

© Luc Van Ootegem & Elsy Verhofstadt

Challenges for Direct Capabilities Measurement

1. Introduction

2. From triangle to questionnaire

3. Description of the samples

4. The meaning of primary data

5. Modelling of well-being

6. Conclusion

Van Ootegem & Verhofstadt 2

Structure

FunctioningsAchieved

Capabilities

Valuation

Non-welfarism

Consumption

Income or wealth

Happiness

Welfarism

Introduction


“Listing” = which functionings

and capabilities?

“Indexing” = how to valueand the weighting problem

Observability?

Challenges


Capabilities

Valuation


Introduction

Secondary data-base research


Capabilities

Valuation


Solution is data-driven: Re-interpretation of existing data and empirical results

Almost all empirical research

Introduction

Primary data-base research


Capabilities

Valuation


Large potential to think about good questions

Introduction

Anand & van Hees, 2006 Anand et al., 2009


Two challenges

1. Real meaning of primary data– Functionings versus capabilities– Self-reporting versus valuation – Objective versus subjective functionings

2. Explanatory models– Life satisfaction – Functionings– Capabilities

1. Introduction





6. Conclusion



Capabilities

Valuation


From triangle


To questionnaire

Level /Measurement Objective O Subjective S Valuation V

Capabilities Q OQ SQ VQ

Achieved Functionings B OB SB VB

Questionnaire-version All versions Version1 Version2

Version 3 and 4: Refined Functionings

General satisfaction: all versions

‘How satisfied are you with your life as a whole? Give a score from 1 to 10, where 1 indicates very unsatisfied and 10 very satisfied.’


Life domains

Life domain Realisation in the questionnaire SQ SB VQ VB

1 happy life 1 lead a happy life x x x x

2 reach dreams and goals in life x x

2a reach dreams in life x x

2b reach goals in life x x

3a be in good health x x x x

3b do sports x x x x

3c eat healthy food x x x x

4a have education and training x x x x

4b keep abreast of current events x x x x

4c participate in cultural events x x x x

5 social life 5 have a satisfying social life x x x x

6 environment 6 live in pleasant environments x x x x

7 personal integrity 7 act according to personal integrity x x x x

8 in general x x

2 achievement of dreams and goals

3 healthy life

4 education, information and culture


Subjective measurement and Valuation

Questions for life domain: ‘happy life’

− SQ: How are the possibilities for you … to seek happiness in your life − SB: Generally, I lead a happy life− VQ: I am satisfied with the possibilities…to seek happiness in my life − VB: I am satisfied with … the extent of happiness in my life

Scales− SQ: from 1 ‘completely unsatisfactory’ to 7 ‘excellent’ − SB/VQ/VB: from 1’completely disagree’ to 7 ‘completely agree’

Objective measurements Life domain Realisation in the questionnaire OB OQ

Smoking behaviour

Drinking behaviour

3a be in good health Number of doctor consults

3b do sports Hours playing sports x

Fruit consumption

Vegetable consumption

Hours spending on Internet

Hours watching TV

4a have education and training

4b keep abreast of current events Reading newspaper x

4c participate in cultural events Cultural activities x

Membership clubs (sports club, youth movement, student, cultural or political association)

x

Volunteer work x

Number of nights out

Direct social contacts

Indirect social contacts

Number of friends

Conversations with neighbours

Family visits

Place of residence

Live in centre of town

Garden

x

5 social life 5 have a satisfying social life

6 environment 6 live in pleasant environments

3 have a healthy life

3c eat healthy food


4 acquire knowledge

3 healthy life


Examples

Life domain: ‘do sports’− SQ: How are the possibilities for you … to do sports − SB: I do sports sufficiently− VQ: I am satisfied with the possibilities…to do sports − VB: I am satisfied with … the sports I am doing

− OB: How many hours a week do you play sports?− OQ: You do this: (thick the most important reason)

at the insistence of others or pressed by the circumstances to find favour in someone’s eyes because you think it is important because it is fully in keeping with your belief and it fits your own

principles and values

1. Introduction





6. Conclusion



Goal, population, samples

Goal of research: primarily of a methodological nature

Population: First year Bachelor students in business economics at the University College Ghent

Samples:− Each version is tested with a different sample− 4 samples of about 120 students (483 in total)− Each sample is representative for the population


Socio-economic characteristics (SEC)

1. Personal characteristics: sex, relational position, number of siblings

2. Indicators of social background: educational level mother, situation parents, parental home, strictness parents

3. Variables related to student life: accommodated in student’s apartment, having a job while student, pay for studies

4. Capacity: hours of maths and final score in third stage secondary education, chance to pass

5. Personality: Big-five personality traits (extraversion, altruism, punctuality, emotional stability, creativity) + question refering to the mood

1. Introduction





6. Conclusion



Two challenges

1. Real meaning of primary data– Functionings versus capabilities– Self-reporting versus valuation– Objective versus subjective functionings

2. Explanatory models for– Life satisfaction – Functionings– Capabilities


Functionings vs capabilities

Life domain Realisation in the questionnaire Subjective measurement

Valuation

1 happy life 1 lead a happy life SB > SQ VB < VQ


2 reach dreams and goals in life nsd VB < VQ

3a be in good health SB < SQ VB < VQ

3b do sports SB < SQ VB < VQ

3c eat healthy food SB < SQ VB < VQ

4a have education and training SB < SQ VB < VQ

4b keep abreast of current events SB < SQ VB < VQ

4c participate in cultural events SB < SQ VB < VQ

5 social life 5 have a satisfying social life SB < SQ nsd

6 environment 6 live in pleasant environments nsd nsd

7 personal integrity 7 act according to personal integrity SB > SQ nsd

3 healthy life



Self-reporting vs valuation

Life domain Realisation in the questionnaire Functionings Capabilities

1 happy life 1 lead a happy life nsd nsd

2 reach dreams and goals in life nsd /

2a reach dreams in life / S < V

2b reach goals in life / S < V

3a be in good health nsd nsd

3b do sports nsd nsd

3c eat healthy food nsd S > V

4a have education and training S < V S > V

4b keep abreast of current events nsd nsd

4c participate in cultural events S < V nsd

5 social life 5 have a satisfying social life nsd nsd

6 environment 6 live in pleasant environments nsd nsd

7 personal integrity 7 act according to personal integrity nsd nsd

8 in general / nsd


3 healthy life


Objective and subjective measurements of functionings

Life domain Realisation in the questionnaire - SB

OB Correlation

3a be in good health Number of doctor consults -0.226**3b do sports Hours playing sports 0.603**

Fruit consumption 0.229**Vegetable consumption 0.304**

4a have education and training

4b keep abreast of current events Reading newspaper 0.378**

4c participate in cultural events Cultural activities 0.454**

Membership clubs a 0.167*

Volunteer work naNumber of nights out 0.260**Direct social contacts 0.296**Indirect social contacts 0.146Number of friends 0.328**Conversations with neighbours 0.085

Family visits -0.010

3 healthy life

3c eat healthy food


5 social life 5 have a satisfying social life


The meaning of…

Respondents do not distinguish between subjective reporting and valuation (as being satisfied with)

The set of capabilities is perceived as larger than the achieved functionings

Subjective measurement of functionings correlates with objective measurements

1. Introduction





6. Conclusion



Capabilities

Valuation

Three levels

Three equations


Well-being models

Y = f (X)

Life satisfaction FunctioningsCapabilities

SEC

Valuation

FunctioningAchieved

Capabilities


Well-being models

General satisfaction SB 1 lead a happy life 0,554

SB 2 reach dreams and goals in life 0,157SB 3a be in good health -0,019SB 3b do sports 0,095SB 3c eat healthy food -0,017SB 4a have education in line with capacity -0,326

SB 4b keep abreast of current events 0,058SB 4c participate in cultural events 0,111SB 5 have a satisfying social life 0,16SB 6 live in pleasant environments -0,137SB 7 act according to personal integrity -0,056not single 0,22parents divorced -0,351parental home rented -0,229a previous non-successful attempt to higher education -0,112chance to pass 0,022

extraversion 0,091emotionally concerned -0,081mood 0,121

Y = f (X)

Functionings CapabilitiesSEC

Valuation

FunctioningAchieved

Capabilities


Well-being models


Functionings

SB 1 SB 2 SB 3a SB 3b SB 3c SB 4a SB 4b SB 4c SB 5 SB 6 SB 7

SQ 1 lead a happy life 2,08 0,50 0,17 0,79 0,94 0,27 0,13 0,13 0,91 -0,08 0,39SQ 2a reach dreams in life 0,45 0,12 0,08 -0,30 -0,28 0,09 0,22 -0,36 0,49 0,21 0,32SQ 2b reach goals in life -0,47 0,40 0,56 -0,02 -0,31 -0,51 -0,37 -0,46 -0,58 0,20 -0,37SQ 3a be in good health -0,29 -0,09 -0,34 -0,51 -0,06 0,21 0,14 -0,34 -0,30 -0,50 0,23SQ 3b do sports 0,71 0,46 0,79 1,47 -0,10 0,08 -0,30 -0,21 -0,50 0,06 0,16SQ 3c eat healthy food 0,06 0,14 0,80 -0,07 0,78 0,01 0,12 0,53 0,36 0,16 0,06SQ 4a have education and training -0,34 -0,37 -0,09 -0,82 0,10 0,14 -0,15 -0,12 -0,43 0,27 -0,61SQ 4b keep abreast of current events 0,04 -0,08 -0,46 -0,11 -0,26 -0,26 1,10 -0,06 0,20 -0,37 -0,38SQ 4c participate in cultural events -0,14 -0,04 0,10 0,24 0,00 0,44 -0,08 0,48 0,08 0,03 0,18SQ 5 have a satisfying social life -0,33 0,12 -0,11 -0,66 -0,26 -0,77 -0,25 -0,41 1,85 -0,17 -0,30SQ 6 live in pleasant environments 0,54 -0,18 0,05 0,36 0,14 0,56 0,16 0,53 -0,05 0,75 0,44SQ 7 act according to personal integrity -0,74 0,13 0,26 -0,12 0,05 0,44 0,47 -0,10 -0,39 0,58 0,96


Functionings

SB 1 SB 2 SB 3a SB 3b SB 3c SB 4a SB 4b SB 4c SB 5 SB 6 SB 7

woman 0,18 0,03 -0,49 -1,85 -0,28 -1,48 -1,70 0,42 -0,78 0,07 -0,26not single 0,39 -0,33 0,59 0,05 -0,45 -0,26 0,02 -0,06 -0,43 0,67 0,16living in student's apartment 0,21 0,28 0,07 -0,12 -0,77 0,21 0,09 0,59 0,65 0,06 -0,06pay (partly) for studies 1,28 0,03 -0,68 1,02 0,55 -0,35 1,86 0,39 -0,15 0,51 -0,39number of siblings 0,28 -0,38 -0,22 -0,34 0,04 -0,17 0,46 0,03 0,06 -0,37 0,16no job while being a student 0,07 0,40 0,98 0,33 0,43 -0,10 -0,35 -0,02 -0,03 -0,20 0,21mother bachelor or master degree 0,70 0,14 -0,02 -0,34 -0,39 -0,84 -1,35 -0,09 -0,63 0,42 0,01parents divorced -0,64 0,39 1,47 -1,62 0,04 -0,39 -1,58 -1,26 -0,36 -1,12 0,45strictness parents 0,27 0,18 0,24 -0,22 0,02 -0,10 -0,41 -0,14 0,09 -0,07 0,22a previous non-successful attempt to HE -1,21 -3,00 -1,05 -1,45 -2,84 -0,61 0,26 -0,29 0,99 -0,27 0,70chance to pass 0,06 0,07 -0,01 0,05 0,07 0,07 0,02 -0,01 0,01 0,04 0,02extraversion -0,06 0,29 0,00 0,02 0,25 0,03 0,24 0,46 0,03 0,21 0,39less punctual 0,12 -0,03 0,23 -0,08 -0,20 -0,11 -0,03 -0,36 0,03 0,17 0,29emotionally concerned -0,10 -0,02 -0,33 -0,29 -0,16 0,02 0,01 0,06 0,08 -0,05 -0,26mood 0,29 0,26 0,09 -0,09 -0,53 0,28 0,37 0,88 -0,20 -0,04 -0,06


Comparing results…

Student specific variables (‘non-successful previous attempt to higher education’ and thinking to have a higher ‘chance to pass this year’) have an influence on some functionings, but only the ‘chance to pass’ has a direct effect on general life satisfaction.

General life satisfaction is not directly gender-related, but some functioning levels are.

The parental situation clearly influences some functioning levels while the impact on general satisfaction can only be

found on a lower significance level.

Y = f (X)

CapabilitiesSEC

Valuation

FunctioningAchieved

Capabilities


Well-being models

Capabilities

SQ 1 SQ 2a SQ 2b SQ 3b SQ 4b SQ 5 SQ 6 SQ 7 SQ 8

woman 1,02 1,06 0,33 -0,70 -0,74 0,39 0,45 0,52 0,70not single 1,25 -0,05 0,43 -0,01 -0,22 0,73 0,43 0,25 -0,17living in student's apartment -0,47 0,35 -0,28 -1,55 -1,71 -0,54 -0,50 -0,71 -0,39pay (partly) for studies -1,84 -0,36 0,62 0,16 0,77 -0,73 -1,15 -1,00 -0,69number of siblings -0,12 0,22 0,00 -0,23 -0,17 -0,08 0,10 -0,32 -0,02hours math in third stage sec. ed. -0,02 -0,43 -0,20 -0,10 -0,04 -0,34 -0,09 -0,32 0,13final score in third stage sec. ed. 0,06 0,34 0,36 -0,31 0,49 1,12 0,87 0,42 0,73

intensive study behaviour (sec. ed.) -0,58 0,03 -0,40 -1,47 -0,63 -0,96 -0,05 -0,77 -0,28no job while being a student -0,09 0,81 0,58 0,05 -0,42 0,25 0,55 0,55 0,27mother bachelor or master degree 0,84 -0,17 0,11 -0,57 0,45 0,63 0,31 0,87 0,04parents divorced 0,58 -0,97 -0,65 0,17 -0,05 -1,49 0,24 0,50 0,66parental home rented -0,80 -0,05 -0,53 -0,88 -1,50 -1,12 -2,37 -1,11 -1,79

strictness parents -0,21 -0,17 -0,04 -0,26 -0,20 -0,69 -0,61 -0,34 -0,52

a previous non-successful attempt to HE 0,06 -0,25 -0,75 0,31 -0,93 -0,13 -0,33 -0,89 -1,48

chance to pass 0,01 0,02 0,04 0,02 0,03 0,05 0,04 0,04 0,03extraversion 0,80 0,56 0,54 0,20 0,24 1,09 0,90 0,32 0,51

altruism -0,15 -0,25 -0,22 -0,15 0,09 -0,12 0,22 0,29 0,29less punctual 0,08 -0,11 -0,11 0,08 0,30 0,02 0,22 0,16 0,18emotionally concerned -0,25 -0,19 0,10 0,02 0,19 -0,26 -0,33 -0,06 -0,21creativity -0,25 0,14 -0,23 -0,36 -0,34 -0,32 -0,32 -0,15 -0,35mood 0,60 0,35 0,61 -0,24 -0,56 0,05 0,32 0,22 0,49


Comparing results…

Extraverted students have more life satisfaction, an effect that vanishes when controlling for functionings.

Extraversion has no direct influence on the more psychological functionings.

It is not extraversion as such that creates life satisfaction. Satisfaction originates from the indirect effect of extraversion via capabilities on (higher) functionings.

A similar reasoning holds for ‘mood’ and to a lower extent for ‘emotional stability’.

1. Introduction





6. Conclusion



Conclusion

Concrete questioning does make a difference.

Respondents do not make a significant difference (in most of the cases) between subjective reporting on and valuation of a functioning level or capability set.

The capability set is larger than the achieved functionings.

General life satisfaction is strongly influenced by (higher) reported functioning levels, and not by (higher) capabilities.

Achieved functionings are higher when the (reported) capabilities are higher.

Luc Van Ootegem & Elsy Verhofstadt Presentation at the conference “New directions in Welfare”...

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