| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w26059 |
| 来源ID | Working Paper 26059 |
| The Remarkable Unresponsiveness of College Students to Nudging And What We Can Learn from It | |
| Philip Oreopoulos; Uros Petronijevic | |
| 发表日期 | 2019-07-15 |
| 出版年 | 2019 |
| 语种 | 英语 |
| 摘要 | We present results from a five-year effort to design promising online and text-message interventions to improve college achievement through several distinct channels. From a sample of nearly 25,000 students across three different campuses, we find some improvement from coaching-based interventions on mental health and study time, but none of the interventions we evaluate significantly influences academic outcomes (even for those students more at risk of dropping out). We interpret the results with our survey data and a model of student effort. Students study about five to eight hours fewer each week than they plan to, though our interventions do not alter this tendency. The coaching interventions make some students realize that more effort is needed to attain good grades but, rather than working harder, they settle by adjusting grade expectations downwards. Our study time impacts are not large enough for translating into significant academic benefits. More comprehensive but expensive programs appear more promising for helping college students outside the classroom. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Supply and Demand |
| URL | https://www.nber.org/papers/w26059 |
| 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/583733 |
| 推荐引用方式 GB/T 7714 | Philip Oreopoulos,Uros Petronijevic. The Remarkable Unresponsiveness of College Students to Nudging And What We Can Learn from It. 2019. |
| 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 | ||
| w26059.pdf（691KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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