Nudging study habits: A field experiment on peer tutoring in higher education

被引：24

作者：

Pugatch, Todd ^{[1
,2
,3
]}

Wilson, Nicholas ^{[4
,5
]}

机构：

[1] Oregon State Univ, Dept Econ, 300 Bexell Hall, Corvallis, OR 97331 USA

[2] Oregon State Univ, Sch Publ Policy, 300 Bexell Hall, Corvallis, OR 97331 USA

[3] IZA, 300 Bexell Hall, Corvallis, OR 97331 USA

[4] Reed Coll, White House Social & Behav Sci Team, 3203 SE Woodstock Blvd, Portland, OR 97215 USA

[5] Reed Coll, Dept Econ, 3203 SE Woodstock Blvd, Portland, OR 97215 USA

来源：

ECONOMICS OF EDUCATION REVIEW | 2018年 / 62卷

关键词：

Peer tutoring; Human capital investment; Behavioral response to advertising; Nudges; Higher education; SUPPLEMENTAL INSTRUCTION; COLLEGE; ACHIEVEMENT; PERFORMANCE; ECONOMICS;

D O I：

10.1016/j.econedurev.2017.11.003

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

More than two of every five students who enroll in college fail to graduate within six years. Peer tutoring offers one approach to improve learning outcomes in higher education. We conducted a randomized controlled experiment designed to increase take-up of university tutoring services. Brief, one-time messages increased tutoring take-up by seven percentage points, or 23% of the control group mean. Attendance at multiple tutoring sessions increased by nearly the same amount, suggesting substantial changes in study habits in response to a simple and inexpensive intervention. The intervention cost $3.32-$14.58 per additional tutoring hour, the lowest reported in the literature on peer tutoring experiments. We find little evidence of advertising-induced tutoring on learning outcomes.

引用

页码：151 / 161

页数：11

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