Examining individualized feedback on financial behavior of small entrepreneurs in Uganda

发展中国家的小企业家在财务行为上有相当大的缺陷，这阻碍了他们的进步。因此，采取了干预措施，以改善金融教育，并最终改善金融行为。此类干预的平均效果很小。然而，提高有效性的起点研究不足，例如依赖于可教的时刻或使用提醒。遵循这些思想，我们在RCT设计中考察了两种类型的金融教育。在该项目在乌干达小企业家中的第一波调查中，我们为他们提供了关于他们过去财务行为的个性化反馈，以便让他们意识到缺点(可教的时刻)，同时提供具体的解决方案。我们在后来的调查浪潮中检验了这些干预措施的有效性。在此基础上，我们还测试了提供重复反馈的效果。

Small entrepreneurs in developing countries have considerable shortcomings in their financial behavior which hinder their advancement. Thus interventions have been conducted in order to improve financial education and, in the end, financial behavior. The average effect of such interventions is small. However, there are underresearched starting points for improving effectiveness, such as the reliance on a teachable moment or the use of reminders. Following these ideas, we examine two kinds of financial education in a RCT-design. In the first survey wave of the project among small entrepreneurs in Uganda we provide them an individualized feedback on their past financial behavior in order to generate their awareness of shortcomings (teachable moment) and offering concrete solutions at the same time. We examine the effectiveness of these interventions in later survey waves. Building on this we also test the effect of offering repeated feedback.