|
Field
Intervention (Public)
|
Before
We randomly assign different survey versions to students, we have 1 control group and 3 treatment groups. All groups receive three surveys over a period of 8 weeks.
In survey one we elicit subjects' preferences and opinions in the control group. The treatment groups receive the same questions, and are in addition asked to set goals. We differentially elicit the goals across treatment groups. In one treatment (T3) we explicitly mention that students can change their goals later. In the two other treatments (T1 and T2) we do not mention the option to change goals later. After survey one, performance is measured by a midterm exam and subjects received their grade when they receive the second survey.
In survey two some preferences and opinions are elicited in the control and treatment groups. In the treatment groups we remind the students on their goals. In treatment 2 and 3, students are then asked whether they would like to change their goals (and why). We can then measure whether goals should be set flexibly, and whether this flexibility should come as a surprise. Since we have rich data on intermediate and final performance, and personal characteristics we are also able to estimate for whom goal setting works (in terms of present bias preferences and loss aversion, as is theoretically predicted to interact with the success of goal setting), and under which condition one should deviate from the initial goal.
In survey three we elicit some preferences and behavior of students which we can use in order to learn to understand the effects (flexible) goals have on performance and motivation.
|
After
We randomly assign different survey versions to students, we have 1 control group and 3 treatment groups. All groups receive three surveys over a period of 8 weeks.
In survey one we elicit subjects' preferences and opinions in the control group. The treatment groups receive the same questions, and are in addition asked to set goals. We differentially elicit the goals across treatment groups. In one treatment (T3) we explicitly mention that students can change their goals later. In the two other treatments (T1 and T2) we do not mention the option to change goals later. After survey one, performance is measured by a midterm exam and subjects received their grade when they receive the second survey.
In survey two some preferences and opinions are elicited in the control and treatment groups. In the treatment groups we remind the students on their goals. In treatment 2 and 3, students are then asked whether they would like to change their goals (and why). We can then measure whether goals should be set flexibly, and whether this flexibility should come as a surprise. Since we have rich data on intermediate and final performance, and personal characteristics we are also able to estimate for whom goal setting works (in terms of present bias preferences and loss aversion, as is theoretically predicted to interact with the success of goal setting), and under which condition one should deviate from the initial goal.
In survey three we elicit some preferences and behavior of students which we can use in order to learn to understand the effects (flexible) goals have on performance and motivation.
|