Welcome to my website. I'm a Post Doctoral Researcher at the Erasmus School of Economics, Rotterdam. My research is in the fields of Applied Microeconometrics, Family Economics and Labour Economics. My current research focuses on the interaction between family investment and child human capital development. 

 

I received my BSc in Economics and Finance from the University of Bologna (2012), and a MSc in Economics from the University of Bologna (2015) and my PhD in Economics at the University of York (2019).

You can find my full CV here. 

Contact details:

Erasmus University Rotterdam

Erasmus School of Economics

3062PA, Rotterdam (Netherlands)

moroni@ese.eur.nl 

 
 
 
RESEARCH​
 
Working Papers/ Work in progress
Child Socio-emotional Skills: The role of parental inputs  

(joint with Nicoletti C. and Tominey E.) IZA Working Paper HCEO Working Paper (Under Review)

Informed by the psychological literature and our empirical evidence we provide new insights on the technology of socio-emotional skill formation in middle childhood. We confirm existing evidence that increasing parental inputs that enrich the child home environment and reduce stress has larger returns for children with higher socio-emotional skills in early childhood (complementarity), but only for level of inputs that are large. For low level of inputs, i.e. implying a stressful home environment, an increase has a higher return for children with lower socio-emotional skills in early childhood (substitutability), meaning that well targeted policies can reduce middle childhood socio-emotional gaps.

Explaining Divorce Gaps in Cognitive and Noncognitive Skills of Children 
DERS Working paper 

To what extent does parental selection into divorce explain the gap in skills between children of intact and disrupted families? Using the UK Millennium Cohort Study this paper shows that the disadvantage in skills typically found among children of divorce mainly reflects the selection effect, whereby more disadvantaged parents are more likely to divorce. Decomposing children's cognitive and noncognitive skills up until age 11, evidence indicates that pre-divorce characteristics, namely parents' education, family financial resources and interparental conflicts are the most important factors accounting for the divorce gaps in children's skills, implying a negligible impact of divorce itself. Interparental conflicts are often neglected in the literature but are shown to play a major role particularly for noncognitive skills of children. These results suggest that to reduce the disadvantage in skills among children of divorce, interventions targeting these pre-divorce characteristics would be potentially more effective than policies discouraging divorce.

 

Media Coverage: RES Media Briefings The Times  The Telegraph iNews 

Cohabiting Parents at Childbirth: Do Peer Effects Matter? 

(joint with Nicoletti C., Salvanes K.G. , Tominey E.) 

The US and all European countries have experienced dramatic changes in family formation and disruption in recent decades, with cohabitation having increased over time. In this paper we focus on Norway, where these changes have been sharper and faster than in most of the other developed countries. As these increasing trends in cohabitation are likely to have been amplified by a social multiplier effect, this paper aims to provide the first empirical evidence on the causal influence of peers on marital and cohabitation decisions. Second, it aims at offering evidence of changes of these peer effects across time and on their potential driving mechanisms.

Exposure to Intimate Partner Violence and Children’s Dynamic Skill Accumulation: Evidence from a UK Longitudinal Study
(joint with Anderberg D.) 

Children are increasingly recognized as secondary victims of intimate partner violence. This paper uses a unique UK longitudinal child development survey to study the relationship between verbal and physical abuse experienced by mothers and children's development up to the age of seven. Estimating production functions for cognitive, social, and socio-emotional skills we find that exposure during pre-school years has a quantitatively important negative effect on socio-emotional skills among toddlers and negatively affects cognitive and social skills after age three. The estimated impact on cognitive development is consistent with measures of cognitive skills based on school-based tests.

Spillover Effects of Unemployment Insurance Reform: from Grandparents to Grandchildren
(joint with Been J., Gielen A., Knoef M.)

 

Publications pre-PhD

 

Giarda, E., Moroni, G. (2018) The Degree of Poverty Persistence and the Role of Regional Disparities in Italy in Comparison with France, Spain and the UK, Social Indicators Research, 136(1), 163-202.

 
 
Teaching ​​

 2014-15   

  • Public Economics, University of Bologna

 2018-19   

  • Applied Economics III, University of York

  •  Economics II: Microeconomics, University of York

 2019-20   

  • Seminar Cases in Policy Evaluation, Erasmus School of Economics

 

Conferences and Invited Seminars

  2020   

  • CPB, Invited seminar, The Hague

  • Care for Children and Children Outcomes - Reserach Workshop, London

  2019   

  • EALE, European Association of Labour Economists, Uppsala

  • SOLE, Society for Labour Economists, Arlington (US)

  • RES, Royal Economic Society, Warwick

  2018   

  • EALE, European Association of Labour Economists, Lyon

  • WOLFE, Workshop on Labour and Family Economics, York 

  • SSSI, Summer School on Socioeconomic Inequality (HCEO), Bonn

  • IWAEE, International Workshop on Applied Economics of Education, Catanzaro

  • RES Junior Symposium, Brighton

  • NCDS 60 years of our lives, London

 2017   

  • FMA, Family Mediators Association, York

  • ESPE, European Society for Population Economics, Glasgow

  • RES, Royal Economic Society Conference, Bristol

  • SMYE, Spring Meeting for Young Economist, Halle

 2016   

  • IRNEP, Interdisciplinary Network Economics and Philosophy, York

  • WOLFE, Workshop in Labour and Family Economics, York

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OTHERS
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