Teaching Money, Teaching Minds: Motivating Participation Through Information Provision

Last registered on February 24, 2026

Pre-Trial

Trial Information

General Information

Title
Teaching Money, Teaching Minds: Motivating Participation Through Information Provision
RCT ID
AEARCTR-0017925
Initial registration date
February 20, 2026

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
February 24, 2026, 6:39 AM EST

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
University of Milan

Other Primary Investigator(s)

PI Affiliation
University of Milan
PI Affiliation
University of Pavia
PI Affiliation
University of Milan

Additional Trial Information

Status
In development
Start date
2026-02-23
End date
2026-12-31
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
This trial builds on a study registered under AEARCTR-0017466. To increase participation among university students in the treatment group who were invited to enroll in a financial education course in the original study, we manipulate the content of a reminder email. The URGENCY group receives an email reminding students of an upcoming deadline for course completion. The URGENCY + INFO group receives an email with the same content as the URGENCY group, along with additional information highlighting the benefits of financial education, drawing on academic research, and including a correlational graph showing the link between financial skills and a lower prevalence of mental health issues among students at the same university. We examine the effects of these treatments on course progression.
External Link(s)

Registration Citation

Citation
Bartos, Vojtech et al. 2026. "Teaching Money, Teaching Minds: Motivating Participation Through Information Provision." AEA RCT Registry. February 24. https://doi.org/10.1257/rct.17925-1.0
Sponsors & Partners

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Experimental Details

Interventions

Intervention(s)
This trial builds on a study registered under AEARCTR-0017466. To increase participation among university students in the treatment group who were invited to enroll in a financial education course in the original study, we manipulate the content of a reminder email. The URGENCY group receives an email reminding students of an upcoming deadline for course completion. The URGENCY + INFO group receives an email with the same content as the URGENCY group, along with additional information highlighting the benefits of financial education, drawing on academic research, and including a correlational graph showing the link between financial skills and a lower prevalence of mental health issues among students at the same university. We examine the effects of these treatments on course progression.
Intervention Start Date
2026-02-23
Intervention End Date
2026-12-31

Primary Outcomes

Primary Outcomes (end points)
Course progression (0-100%).
Primary Outcomes (explanation)
The Moodle platform on which the online course is hosted records the percentage of each lecture video watched. Course progression is measured as the proportion of total videos viewed. Progression is measured as of the deadline of the course on March 16, 2026. Students with no recorded activity are coded as 0.

Secondary Outcomes

Secondary Outcomes (end points)
None
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
The URGENCY group receives an email reminding students of an upcoming deadline for course completion. The URGENCY + INFO group receives an email with the same content as the URGENCY group, along with additional information highlighting the benefits of financial education, drawing on academic research, and including a correlational graph showing the link between financial education and a lower prevalence of mental health issues among students at the same university. We examine the effects of these treatments on course progression.

Regression analysis.
We compare course progression by treatment condition in an OLS regression with an indicator for URGENCY+INFO treatment and strata controls. Robust standard errors will be reported.
Experimental Design Details
Not available
Randomization Method
Randomization. Software-based randomization. Stratified randomization at the individual level.

Stratification. We stratify based on the five dimensions (each with two levels) below. The first four strata correspond to strata from the main experiment (AEARCTR-0017466):
• Gender (female yes / no)
• ISEE (household wealth status indicator with lower values indicating lower per-capita wealth) median split. Data from administrative records. Whenever ISEE is not reported (missing value; individuals can withhold this information but cannot claim welfare benefits if ISEE not reported), we treat these individuals as belonging to the above median group of individuals who have a non-missing value for the ISEE as most characteristics for the two groups overlap. This is to be expected as the incentive for reporting ISEE is higher for individuals with lower wealth.
• “Maturità” (final high school exam grade or its foreign equivalent) grade median split. Data from administrative records.
• BA/MA degree student. Data from administrative record.
• Progress: never watched any video / watched some video but didn't complete the course. Data from Moodle.
A small number of students have missing administrative date (due to late enrolment). We create an additional strata for these individuals.

Specifically, using Stata, we re-run the stratified randomization 20,000 times (seed 840801) and let the computer pick an outcome that produces the lowest treatment difference for baseline levels of (i) financial knowledge index, (ii) GAD-2 score, (iii) PHQ-2 score, and (iv) the average of all grades (from administrative data). We define the lowest treatment difference by summing up the absolute values for the four treatment differences and finding the lowest value. We then use this outcome for the final treatment assignment.
Randomization Unit
Individual students
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
1000 students
Sample size: planned number of observations
1000 students
Sample size (or number of clusters) by treatment arms
500 students in URGENCY condition
500 students in URGENCY+INFO condition
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB

Institutional Review Boards (IRBs)

IRB Name
Ethics Committee of the University of Milan
IRB Approval Date
2025-09-15
IRB Approval Number
92/25