Fostering Self-Regulated Learning in Disadvantaged Children: Evidence from a Parenting Experiment

Last registered on May 17, 2023

Pre-Trial

Trial Information

General Information

Title
Fostering Self-Regulated Learning in Disadvantaged Children: Evidence from a Parenting Experiment
RCT ID
AEARCTR-0011389
Initial registration date
May 10, 2023

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
May 17, 2023, 2:29 PM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

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Primary Investigator

Affiliation
ENS - Dauphine - Université Paris Sciences et Lettres

Other Primary Investigator(s)

PI Affiliation
ENS
PI Affiliation
Sciences Po
PI Affiliation
Université Paris-Cité
PI Affiliation
Université Paris-Cité

Additional Trial Information

Status
On going
Start date
2022-06-01
End date
2028-12-31
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
Parental involvement and self-regulated learning skills (motivation, self-control, and metacognitive skills) are fundamental for children’s development and their success at school. However, socially disadvantaged parents may underestimate their potential contribution to their children’s success. Their parenting skills may also differ in terms of how well they manage to improve self-regulated learning skills. Therefore, in this study, researchers investigate the impact of an intervention for first graders’ parents in Priority Education schools to help them support their child in her schooling. Parents will receive text messages with links to videos providing parents with information and guidance on how they can foster their child’s self-regulated learning skills. The goal of this study is to provide empirical evidence on how parental attitudes may affect children’s academic learning through improvement in self-regulated learning skills.
External Link(s)

Registration Citation

Citation
Barone, Carlo et al. 2023. "Fostering Self-Regulated Learning in Disadvantaged Children: Evidence from a Parenting Experiment." AEA RCT Registry. May 17. https://doi.org/10.1257/rct.11389-1.0
Experimental Details

Interventions

Intervention(s)
Intervention Start Date
2022-11-15
Intervention End Date
2023-05-09

Primary Outcomes

Primary Outcomes (end points)
Children academic learning
Primary Outcomes (explanation)
Parents’ perceptions and behavior
Children self-regulated learning

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
The survey protocol is based on a class level randomization. The study include 55 primary schools. Primary schools will be chosen from areas with a high proportion of parents from low socioeconomic backgrounds and in priority education zones. In each of the classes included in the sample, the random assignment will determine whether the parents of a class will either receive the program or not. The random assignment will be stratified by school.
Experimental Design Details
Not available
Randomization Method
Randomization done in office by a computer
Randomization Unit
Class
Was the treatment clustered?
Yes

Experiment Characteristics

Sample size: planned number of clusters
55 schools
Sample size: planned number of observations
1295 students
Sample size (or number of clusters) by treatment arms
89 classes treated and 88 classes control.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB

Institutional Review Boards (IRBs)

IRB Name
Paris School of Economics
IRB Approval Date
2022-07-01
IRB Approval Number
3
Analysis Plan

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