Abstract
Self-regulated study significantly affects human capital accumulation and cognitive and non-cognitive development; thus, it is important for adolescents to develop such abilities. The current literature offers little evidence on how peers affect a student’s self-regulated study. Through examining a random assignment of peers across classrooms within schools in South Korea, this article investigates the effects of peers’ self-regulated study on engaging an individual student’s ability to self-regulate their own studies. We apply a school fixed effect coupled with an instrumental variable approach in a regression analysis to identify the causal relations. The results show that students increase their self-regulated study time in response to their peers’ self-regulated studying time. The effects are statistically significant in the subsamples of coed, urban, public, high schools, and lower academic achievement. Our findings confirm the presence of peer effects on self-regulated study and suggest policy implications regarding school management, such as classroom organization to enhance the educational environment.

Keywords
Peer effects; self-regulated study; adolescent; randomly assigned classrooms; South Korea
JEL Codes: I21