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Abstract
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Before
Do parents process information about their child’s performance or decisions in an optimistic manner?
I exogenously manipulate the ego-relevance of the signals parents receive regarding their child’s relative performance or choices. Additionally, I examine whether parents engage in ex-post rationalization when confronted with negative signals about their child’s relative performance or decisions.
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After
Do parents process information about their child’s performance or decisions in an optimistic manner?
I exogenously manipulate the ego-relevance of signals parents receive regarding their child’s relative performance or choices. Additionally, I examine whether parents engage in ex-post rationalization when confronted with negative signals about their child’s relative performance or decisions.
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Trial Start Date
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Before
September 18, 2024
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After
October 09, 2024
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Last Published
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Before
September 24, 2024 04:01 PM
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After
October 08, 2024 02:25 PM
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Intervention Start Date
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Before
September 18, 2024
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After
October 09, 2024
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Primary Outcomes (Explanation)
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Before
PARENTS
I) Prior beliefs (mathematics task): perceived probability of the child’s performance in the mathematics task being in the top half (0-100%)
II) Signals (mathematics task): Each signal can be positive (“Your child is in the top half.”) or negative (“Your child is not in the top half.”) and is accurate with p=0.75. Signals are independent and drawn with replacement.
III) Posterior beliefs (mathematics task): perceived probability of the child’s performance in the mathematics task being in the top half (0-100%)
IV) Prior beliefs (sharing task): perceived probability of the child’s choices in the sharing task being in the top half (0-100%)
V) Signals (sharing task): Signal can be positive (“Your child is in the top half.”) or negative (“Your child is not in the top half.”) and is accurate with p=0.75. Signals are independent and drawn with replacement.
VI) Posterior beliefs (sharing task): perceived probability of the child’s choices in the sharing task being in the top half (0-100%)
CHILDREN:
i) Performance in math quiz: this variable measures the number of correct questions on the mathematics quiz.
ii) Choices in sharing task: this variables measures the aggregate share of tokens given to the other child across the four dictator games.
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After
PARENTS
I) Prior beliefs (mathematics task): perceived probability of the child’s performance in the mathematics task being in the top half (0-100%)
II) Signals (mathematics task): Each signal can be positive (“Your child is in the top half.”) or negative (“Your child is not in the top half.”) and is accurate with p=2/3. Signals are independent and drawn with replacement.
III) Posterior beliefs (mathematics task): perceived probability of the child’s performance in the mathematics task being in the top half (0-100%)
IV) Prior beliefs (sharing task): perceived probability of the child’s choices in the sharing task being in the top half (0-100%)
V) Signals (sharing task): Signal can be positive (“Your child is in the top half.”) or negative (“Your child is not in the top half.”) and is accurate with p=2/3. Signals are independent and drawn with replacement.
VI) Posterior beliefs (sharing task): perceived probability of the child’s choices in the sharing task being in the top half (0-100%)
CHILDREN:
i) Performance in math quiz: this variable measures the number of correct questions on the mathematics quiz.
ii) Choices in sharing task: this variables measures the aggregate share of tokens given to the other child across the four dictator games.
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Experimental Design (Public)
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Before
Our experimental design is described in detail in the attached PDF.
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After
My experimental design is described in detail in the attached PDF.
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Planned Number of Observations
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2250
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After
1500
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Secondary Outcomes (End Points)
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Before
For parents, I am interested in examining belief updating after receiving positive or negative signals in each domain.
PARENTS:
I) Reasoning signals and guesses explanation (mathematics task)
II) Reasoning signals and guesses explanation (sharing task)
III) Ex-post rationalization by parent (effort, importance for child, reflective of parent, chance) (mathematics task)
IV) Ex-post rationalization by parent (effort, importance for child, reflective of parent, chance) (sharing task)
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After
For parents, I am interested in examining belief updating after receiving positive or negative signals in each domain.
PARENTS:
I) Reasoning signals and guesses explanation (mathematics task)
II) Reasoning signals and guesses explanation (sharing task)
III) Ex-post rationalization by parent (effort, importance for child's outcomes, reflective of parent) (mathematics task)
IV) Ex-post rationalization by parent (effort, importance for child's outcomes, reflective of parent) (sharing task)
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