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来源类型Working Paper
规范类型报告
DOI10.3386/w25036
来源IDWorking 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
URLhttps://www.nber.org/papers/w25036
来源智库National Bureau of Economic Research (United States)
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资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/582710
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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.
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