Nudging Youth to Develop Savings Habits: Experimental Evidence Using SMS Messages
Nudging Youth to Develop Savings Habits: Experimental Evidence Using SMS Messages
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促使年轻人养成储蓄习惯：使用短信的实验证据
DOI：
10.2139/ssrn.2650188
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
J. Saavedra
中科院分区：
文献类型：
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作者：
C. Rodríguez;J. Saavedra
学校的金融教育课程通常是无效的，因为它们提供的信息与即将到来的决策无关，不被理解，也没有得到加强。我们提出的结果从一个实地实验在哥伦比亚阐明财务信息实际财务决策。我们随机分配了10,000名青年账户持有人到四个实验条件中：i) 12个月的带有教育内容的信息，旨在帮助年轻人确定支出优先事项并使用储蓄启发式来实现储蓄目标，ii) 12个月的储蓄提醒，使储蓄目标突出，iii) 24个半月的储蓄提醒和iv)控制。通过短信传递的简单金融信息可以改善年轻人的储蓄结果。与有限注意力假设一致，在我们发送短信的12个月期间，收到提醒的年轻账户持有人的银行账户存款总额几乎是对照组账户持有人的两倍。相比之下，金融教育处理并没有增加储蓄，这表明有限的信息可能不是阻止年轻人储蓄的最具约束力的障碍。我们可以观察到，在年轻人停止接收信息后，提醒的节省效果甚至可以持续六个月。JEL分类：D91（跨期消费者选择；生命周期模型和储蓄），E21（消费；储蓄），I29（教育，其他）
School financial education programs are often ineffective because the information they deliver is not relevant to imminent decisions, not understood and not reinforced. We present results from a field experiment in Colombia that articulates financial information to actual financial decisions. We randomly allocate 10,000 youth accountholders to four experimental conditions: i) twelve monthly messages with educational content aimed at helping youth determine spending priorities and using savings heuristics to achieve savings goals, ii) twelve monthly savings reminders which make savings goals salient, iii) twenty-four semi-monthly savings reminders and iv) control. Simple financial information delivered through text messages improves savings outcomes among youth. Consistent with a limited attention hypothesis, youth accountholders who received reminders almost doubled their total savings in their bank account relative to control accountholders during the twelve-month period during which we sent the SMS. The financial education treatment, in contrast, did not increase savings relative to control, suggesting that limited information may not be the most binding barrier that prevents youth from saving. Savings effects of reminders last even six months after youth stop receiving messages, the latest we can observe. JEL classification: D91 (Intertemporal Consumer Choice; Lifecycle Models and Saving), E21 (Consumption; Savings), I29 (Education, others)