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来源类型 | Working Paper |
规范类型 | 报告 |
DOI | 10.3386/w25036 |
来源ID | Working Paper 25036 |
When Studying and Nudging Don\u2019t Go as Planned: Unsuccessful Attempts to Help Traditional and Online College Students | |
Philip Oreopoulos; Richard W. Patterson; Uros Petronijevic; Nolan G. Pope | |
发表日期 | 2018-09-17 |
出版年 | 2018 |
语种 | 英语 |
摘要 | We evaluate two low-cost college support programs designed to target insufficient study time, a common occurrence among many undergraduates. We experimentally evaluate the programs across three distinct colleges, randomly assigning more than 9,000 students to construct a weekly schedule in an online planning module and to receive weekly study reminders or coach consultation via text message. Despite high participation and engagement, and treated students at two sites marginally increasing study time, we estimate precise null effects on student credit accumulation, course grades, and retention at each site for the full sample and for multiple subgroups. The results and other supplemental evidence suggest that low-touch programs that offer scheduling assistance, encouragement, and reminders for studying lack the required scope to significantly affect academic outcomes. |
主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Supply and Demand |
URL | https://www.nber.org/papers/w25036 |
来源智库 | National Bureau of Economic Research (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/582710 |
推荐引用方式 GB/T 7714 | Philip Oreopoulos,Richard W. Patterson,Uros Petronijevic,et al. When Studying and Nudging Don\u2019t Go as Planned: Unsuccessful Attempts to Help Traditional and Online College Students. 2018. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
w25036.pdf(654KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 |
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