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Motivated Beliefs in Higher Education
Last registered on October 13, 2020

Pre-Trial

Trial Information
General Information
Title
Motivated Beliefs in Higher Education
RCT ID
AEARCTR-0006457
Initial registration date
October 09, 2020
Last updated
October 13, 2020 9:18 AM EDT
Location(s)
Primary Investigator
Affiliation
Other Primary Investigator(s)
PI Affiliation
University of Warwick
Additional Trial Information
Status
In development
Start date
2020-09-28
End date
2020-12-16
Secondary IDs
Abstract
We plan to study whether students how motivated beliefs about their academic ability and if so whether that motivated reasoning influences academic outcomes. To do so, we plan to elicit beliefs about relative rank on a midterm in introductory economics courses at a large public university. We then plan to administer a price-list questionnaire to assess how much students would be willing to pay to learn their actual rank, or if they would prefer to receive money to not learn their rank. We will then randomly assign students the true information about their rank depending on their questions to the price list question. We will then study how preferences for information about ability interacts with how students process information they receive as well as academic outcomes in the courses under study.
External Link(s)
Registration Citation
Citation
Castegnetti, Alessandro and Derek Rury. 2020. "Motivated Beliefs in Higher Education." AEA RCT Registry. October 13. https://doi.org/10.1257/rct.6457-1.0.
Experimental Details
Interventions
Intervention(s)
We plan to provide students with information about their relative performance rank on a course midterm.
Intervention Start Date
2020-12-10
Intervention End Date
2020-12-16
Primary Outcomes
Primary Outcomes (end points)
We will have three sets of outcomes:

1) The first will be how students respond to the price-list question assessing student preferences for information about their tank
2) The second will be posterior beliefs about how likely students think it is that they are in the top half of the ability distribution
3) The third will be academic outcomes, such as HW, exam and course performance as well as time spent studying.
Primary Outcomes (explanation)
We primarily are interested in documented the existence of motivated reasoning in students. The first two outcomes allow us to do this. We are also interested to see how these motivated beliefs influence traditional academic outcomes.
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
We will ask students to submit answers to a price list question asking how much they would be willing to pay/accept to know/not know their rank on a course midterm. We then plan to randomly select an entry to the price list which we will use to determine eligibility to be randomize to receive information on actual relative rank.
Experimental Design Details
Not available
Randomization Method
We plan to randomize students into treatment and control groups using the randomizer function in the qualtrics survey software.
Randomization Unit
Student.
Was the treatment clustered?
No
Experiment Characteristics
Sample size: planned number of clusters
Around 1,000 students.
Sample size: planned number of observations
Around 1,000.
Sample size (or number of clusters) by treatment arms
Around 1,000.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
UC Davis
IRB Approval Date
2020-10-02
IRB Approval Number
1537956-2