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Gender matters - Performance spillover effects of symbolic recognition at school
Last registered on January 17, 2018

Pre-Trial

Trial Information
General Information
Title
Gender matters - Performance spillover effects of symbolic recognition at school
RCT ID
AEARCTR-0002676
Initial registration date
January 16, 2018
Last updated
January 17, 2018 7:06 PM EST
Location(s)
Region
Primary Investigator
Affiliation
University of Bern
Other Primary Investigator(s)
PI Affiliation
University of Bern
Additional Trial Information
Status
In development
Start date
2014-05-01
End date
2018-12-31
Secondary IDs
Abstract
Symbolic recognition can be an efficient and powerful tool for motivating people. Despite much research on ex ante announced symbolic incentives, little is known about the spillover effect of different recognition types in a multitask setting. In this laboratory experiment we examine not only positive but also negative symbolic recognition and its spillover effects. Secondary school students work on two different tasks. In the experimental treatment, students receive unannounced symbolic performance feedback for the first task. We are interested in gender differences for the spillover effect of recognition on performance in the second task.
This experiment is a follow-up study designed to collect more data as suggested by two referees. Experimental design and procedures are the same as in the first study.
External Link(s)
Registration Citation
Citation
Bieberstein, Frauke and Andrea Essl. 2018. "Gender matters - Performance spillover effects of symbolic recognition at school." AEA RCT Registry. January 17. https://doi.org/10.1257/rct.2676-1.0.
Former Citation
Bieberstein, Frauke, Andrea Essl and Andrea Essl. 2018. "Gender matters - Performance spillover effects of symbolic recognition at school." AEA RCT Registry. January 17. http://www.socialscienceregistry.org/trials/2676/history/24998.
Experimental Details
Interventions
Intervention(s)
Between-subject design. The experiment consists of two main tasks, both without any performance-dependent financial incentives. The first task is a simple estimation task (to estimate the number of peas in a bowl borrowed from Falk and Zimmermann 2016). In the control treatment, students directly continue with the second task. In the experimental treatment, the experimenters distribute smiley-stickers to the top third, frowny-stickers to the bottom third and nothing other than the message that they are ranked in the middle to the intermediate third. Participants put the stickers on their sweatshirt and then continue with the second task. In the second task, students cut out flyers from sheets.
Intervention Start Date
2018-01-18
Intervention End Date
2018-01-19
Primary Outcomes
Primary Outcomes (end points)
Our primary outcome variable is the number of corretly cut out flyer in taks 2 (performance in task 2). We will take into account individual baseline performance. We are interested in two main questions: 1) Do female students perform differently in task 2 following unannounced symbolic performance feedback for task 1 compared to males? 2) Do female (male) students perform differently in task 2 following unannounced symbolic performance feedback for task 1 compared to females (male) in the control?
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
Between-subject design. The experiment consists of two main tasks, both without any performance-dependent financial incentives. The first task is a simple estimation task (to estimate the number of peas in a bowl borrowed from Falk and Zimmermann 2016). In the control treatment, students directly continue with the second task. In the experimental treatment, the experimenters distribute smiley-stickers to the top third, frowny-stickers to the bottom third and nothing other than the message that they are ranked in the middle to the intermediate third. Participants put the stickers on their sweatshirt and then continue with the second task. In the second task, students cut out flyers from sheets. This time, in both treatments there is a symbolic recognition program in place (smiley-sticker/frowny-sticker/no recognition) and students are aware of this program.
Prior to the two main tasks, there is a baseline stage of flyer cutting. This stage provides us with a baseline measure of students' ability. After the experiment, students also fill in a questionnaire on demographics.
Experimental Design Details
Randomization Method
Random draw
Randomization Unit
individual student
Was the treatment clustered?
No
Experiment Characteristics
Sample size: planned number of clusters
165 students
Sample size: planned number of observations
In total about 165 participants (depending on school attendance on the experimental day; about 87 males and 78 females). Pooling with the existing data, this gives about 300 participants.
Sample size (or number of clusters) by treatment arms
About 60 participants in the control treatment, about 105 participants in the experimental treatment. This gives about 35 participants in the no recognition condition of the experimental treatment. About 50% of participants in each group will be female. Pooling with the existing data, this gives about 35 females in the no recognition group and >40 females in the control group (same numbers for males).
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
The minimum detectable effect is 0.2. This effect size is calculated to have a power of >80% and alpha of 0.05.
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
IRB Approval Date
IRB Approval Number
Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
No
Is data collection complete?
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
Reports, Papers & Other Materials
Relevant Paper(s)
REPORTS & OTHER MATERIALS