對於所得報酬的問題，一直是勞動經濟學家所關心的議題。面對日益複雜的勞動市場，除了需具備學業上的專業知識，個人還需要培養出跨領域的態度、價值觀與人格特質等生存能力。究竟培養哪些個人能力有助於獲得更高的勞動成就，成為了本文想要探討的核心問題。
本文將個人能力分為認知能力和非認知能力，旨在探究個人的認知能力和非認知能力與勞動市場表現之關係。本文使用「台灣青少年成長歷程研究」的問卷調查追蹤資料，以基測成績代表著認知能力，以研究問卷資料中自尊量表作為非認知能力的衡量，分析了廣泛的勞動市場表現，包括個人每月薪資、工資率、工作時間、公司規模、是否為管理職、工作滿意度及工作福利等不同面向的勞動表現。實證結果發現，認知能力與非認知能力影響勞動市場表現的層面有所不同。認知能力作為一般大眾較能接受的能力認定標準，在衡量教育報酬時，確實能為一般薪資等層面帶來更高的報酬。除此之外，非認知能力對於個人未來之發展也有其影響力 (例如成為管理職)。本文結果表明，在進入勞動力市場之前，培養多種能力是很重要的，這些結果支持了當前強調多元智能並鼓勵個人培養多種能力的教育體系。

The issue of the labor market outcomes has always been a topic of concern to labor economists. As the labor market becomes more complex, individuals have to develop the cross-domanial attitudes, values and personality traits and other viability to face it. Which personal abilities can help individuals to perform better in labor market achievements has become the core the study would like to explore.
Using the longitudinal data from the Taiwan Youth Project, the study divides personal abilities into cognitive and non-cognitive abilities and examine the relationships between individual abilities and the labor market performance. The study uses the score of The Basic Competence Test for Junior High School Students as the cognitive ability and the inventory of esteem as the measure of non-cognitive ability. The study analyzes the extensive labor market outcomes, including personal monthly salary, wage rate, working hours, company size, whether being a manager or not, job satisfaction and job benefits, etc. Results show that both of the cognitive abilities and non-cognitive abilities are important for labor market outcomes. However, they have different effects on a variety of labor performances. In fact, as a generally acceptable standard of the return to education, cognitive ability can help individual to get a higher salary level and growth. Non-cognitive ability is also influential on individual’s future development (e.g., being at a management position). As a result, the results indicate cultivation of multiple abilities is important before coming up to the labor market, which supports for the current educational system that emphasize multiple intelligences and encourage personal cultivation of multiple abilities.

目錄
1 前言	1
2文獻回顧	4
2.1 認知能力對個人教育成就和勞動市認場表現的影響	4
2.2 非認知能力對個人教育成就和勞動市場表現的影響	5
3資料	8
3.1資料來源與抽樣方式	8
3.2變數定義與變數敘述統計量	9
4實證結果	13
4.1認知能力和非認知能力與2011年勞動市場表現的關係	14
4.2 認知能力和非認知能力與2014年勞動市場表現的關係	24
4.3 比較認知能力和非知能力與2011年及2014年勞動市場表現之關係	34
5 結論	36
參考文獻	38

圖表目錄
表1：變數定義和敘述統計量	43
表2：OLS結果—2011年對薪資所得影響	44
表3：OLS結果—2011年對工資率影響	45
表4：OLS結果—2011年對工時、公司人數、管理職影響	46
表5：OLS結果—2011年對工作滿意度、工作福利影響	47
表6：OLS結果—2014年對薪資所得影響	48
表7：OLS結果—2014年對工資率影響	49
表8：OLS結果—2014年對工時、公司人數、管理職影響	50
表9：OLS結果—2014年對工作滿意度、工作福利影響	51
圖表1：2011年與2014年勞動市場表現之變化	52

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