Working Papers

The WNE Working Papers series has been published by the Faculty of Economic Sciences at the University of Warsaw since 2008.

The WNE Working Papers series provides a fast, open channel for disseminating research conducted at the Faculty of Economic Sciences, University of Warsaw. The papers hosted here are working versions (pre-prints) and may evolve as authors refine their analyses, incorporate feedback, or progress through formal peer-review. What you read is the current version released by the authors, timestamped and assigned DOI/ISSN identifiers to ensure precise citation and version tracking. Copyright remains with the authors, who may, at any time, upload a revised file or add a note directing readers to a later, peer-reviewed publication.

The Working Papers series accepts articles by research employees of the Faculty and publications from conferences organised at the Faculty of Economic Sciences at the University of Warsaw. Articles should be original research papers which have not been previously published, on the subject of economics.

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(1) the main text without the title of the article and the authors (DOC/DOCX file) and

(2) the title page including: the title of the paper, the authors and their affiliation (DOC/DOCX file).

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Number of Results 2

WP(21/2026)515. Beyond Weeks Closed: Reassessing Pandemic Educational Disruption with TIMSS 2003–2023

Authors: Binkiewicz Marzena, Pokropek Artur
Using six TIMSS cycles (2003–2023), UNESCO school-closure data, and World Bank GDP indicators, we estimate deviation-from-trend and continuous-treatment Difference-in-Differences models for mathematics achievement, liking learning mathematics, …

WP515. Beyond Weeks Closed: Reassessing Pandemic Educational Disruption with TIMSS 2003–2023

Using six TIMSS cycles (2003–2023), UNESCO school-closure data, and World Bank GDP indicators, we estimate deviation-from-trend and continuous-treatment Difference-in-Differences models for mathematics achievement, liking learning mathematics, and confidence in mathematics. Mathematics achievement declined substantially relative to pre-pandemic trends, but closure duration did not consistently explain cross-national variation in achievement losses. Unexpectedly, longer closures were associated with slightly higher liking learning mathematics, particularly among Grade 4 students in higher-GDP countries, while confidence in mathematics remained largely unchanged. These findings suggest a decoupling of cognitive and affective outcomes during the pandemic and indicate that school-closure duration alone is an insufficient measure of educational harm. Comparative evaluations of pandemic education policies should therefore incorporate indicators of instructional continuity, remote-learning quality, and recovery efforts alongside formal school-closure measures.


DOI: https://doi.org/10.33138/2957-0506.2026.21.515
Binkiewicz Marzena, Pokropek Artur
Mathematics achievement non-cognitive factors distance learning school closures TIMSS math anxiety self-efficacy

WP(16/2025)479. Estimating causal effects of extended school closures on non-cognitive factors: evidence from TIMSS and PISA

Authors: Binkiewicz Marzena, Artur Pokropek
This study investigates the causal impact of prolonged school closures during the COVID-19 pandemic on non-cognitive predictors of mathematics achievement and the strength of their association with student performance. Drawing on data from TIMSS (201…

WP479. Estimating causal effects of extended school closures on non-cognitive factors: evidence from TIMSS and PISA

This study investigates the causal impact of prolonged school closures during the COVID-19 pandemic on non-cognitive predictors of mathematics achievement and the strength of their association with student performance. Drawing on data from TIMSS (2015, 2019, 2023) and PISA (2022), we apply difference-in-differences (DiD) models across two research designs: successive cross-sections of 4th-grade cohorts and a pseudo-panel following a cohort from primary to secondary school. Our findings indicate that, although school closures did not significantly affect the level of students’ self-beliefs, they did reduce the strength of the association between negative attitudes and achievement—particularly among girls and in OECD countries. The results highlight the nuanced effects of distance learning on mathematics outcomes, contributing to the literature on the role of affective-motivational factors in education.


DOI: https://doi.org/10.33138/2957-0506.2025.16.479
Binkiewicz Marzena, Artur Pokropek
Mathematics achievement non-cognitive factors distance learning school closures TIMSS PISA gender differences math anxiety self-efficacy
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