Fostering Patience in the Classroom: Results from Randomized Educational Intervention
Fostering Patience in the Classroom: Results from Randomized Educational Intervention
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DOI：
10.1086/699007
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发表时间：
2018-10-01
影响因子：
8.2
通讯作者：
Ertac, Seda
中科院分区：
文献类型：
--
作者：
Alan, Sule;Ertac, Seda
我们评估了随机教育干预对儿童跨期选择的影响。干预旨在提高想象未来自我的能力，并通过由儿童自己训练有素的教师提供的结构化课程鼓励前瞻性行为。我们发现，接受治疗的学生在激励性实验任务中做出更耐心的跨期决策。结果在干预后持续了近3年，在不同的样品中可以很好地复制，并且在不同的实验激发方法中都是稳健的。其影响也超出了实验结果：我们发现，接受治疗的学生得到低分的可能性显著降低。
We evaluate the impact of a randomized educational intervention on children's intertemporal choices. The intervention aims to improve the ability to imagine future selves and encourages forward-looking behavior using a structured curriculum delivered by children's own trained teachers. We find that treated students make more patient intertemporal decisions in incentivized experimental tasks. The results persist almost 3 years after the intervention, replicate well in a different sample, and are robust across different experimental elicitation methods. The effects also extend beyond experimental outcomes: we find that treated students are significantly less likely to receive a low behavior grade.