 “Tell them it's easy”: Framing incentives in learning basic statistical problemsWojciech Bizon Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics), 2018, vol. 76, issue C, 76-81 Abstract: Learning quantitative subjects is perceived as a difficult process; congruently, students are often concerned about academic courses involving statistics. Simultaneously, there are a number of tools in psychology and behavioral economics, i.e. framing stimuli, which can increase the efficiency of knowledge transfer processes and level of solving new problems in a simple manner. During a basic statistics test on a group of 284 economics students, it was shown that the method of informing students that a specific problem was very simple, increased their efficiency to solve problems, compared to those who were informed that the problem was very difficult. Using 4 × 2 ANCOVA, with the level of prior knowledge in statistics as the covariant and including gender analysis into the homogeneity-of-slopes model, it was also revealed that the impact of individual framing stimuli is universal and does not depend on the level of prior knowledge of statistics. Keywords: Framing; Knowledge transfer; Elementary statistics; Learning; Behavioral economics (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:soceco:v:76:y:2018:i:c:p:76-81 DOI: 10.1016/j.socec.2018.08.001 Access Statistics for this article Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics) is currently edited by Pablo Brañas Garza More articles in Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics) from Elsevier |
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