|
Field
Trial Title
|
Before
Using Goals to Motivate Students: The role of gender and self-control
|
After
Using Goals to Motivate Students: The role of gender, self-confidence, and self-control
|
|
Field
Last Published
|
Before
October 24, 2023 01:29 PM
|
After
January 15, 2025 04:46 AM
|
|
Field
Primary Outcomes (End Points)
|
Before
Self-set goals' (incentivized and non-incentivized) impact on exam performances is moderated by students' gender. In particular, female students benefit from goal setting more than male students.
|
After
Self-set goals' (incentivized and non-incentivized) impact on exam performances is moderated by students' gender and self-confidence. In particular, female students benefit from goal setting more than male students. Moreover, more confident students benefit more from the incentive treatment than less confident students.
|
|
Field
Primary Outcomes (Explanation)
|
Before
|
After
Confidence is measured by a) one's own performance expectation at midterm exam, b) self-reported personality traits c) sociodemographic variables (gender + parental education)
|
|
Field
Sample size (or number of clusters) by treatment arms
|
Before
Two universities across three years.
|
After
Two universities across four years.
|
|
Field
Additional Keyword(s)
|
Before
self-set goals, financial incentives, higher education, self-control, gender
|
After
self-set goals, financial incentives, higher education, self-control, self-confidence, gender
|