A large-scale field experiment shows giving advice improves academic outcomes for the advisor
A large-scale field experiment shows giving advice improves academic outcomes for the advisor
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DOI：
10.1073/pnas.1908779116
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发表时间：
2019-07-23
影响因子：
11.1
通讯作者：
Duckworth, Angela L.
中科院分区：
文献类型：
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作者：
Eskreis-Winkler, Lauren;Milkman, Katherine L.;Duckworth, Angela L.
常识表明，努力实现目标的人会从接受激励性建议中受益。如果反过来呢？在一个预先注册的现场实验中，我们测试了给予动机性建议是否会提高导师的学业成绩。我们随机分配了n = 1，982名高中生进行治疗，其中他们给出了激励建议（例如，如何停止拖延），以年轻的学生，或控制条件。在一个学期内，提供建议的人在数学和自选目标班级的成绩单上都获得了更高的成绩。这种心理学上明智的建议，与政策和实践相关，提出了一种提高成就的有价值的方法：一种让人们能够给予的方法。
Common sense suggests that people struggling to achieve their goals benefit from receiving motivational advice. What if the reverse is true? In a preregistered field experiment, we tested whether giving motivational advice raises academic achievement for the advisor. We randomly assigned n = 1,982 high school students to a treatment condition, in which they gave motivational advice (e.g., how to stop procrastinating) to younger students, or to a control condition. Advice givers earned higher report card grades in both math and a self-selected target class over an academic quarter. This psychologically wise advice-giving nudge, which has relevance for policy and practice, suggests a valuable approach to improving achievement: one that puts people in a position to give.