 Knowing what it takes: The effect of information about returns to studying on study effort and achievementDerek Rury and Scott Carrell Economics of Education Review, 2023, vol. 94, issue C Abstract: We study the effect of providing students with information on the returns to study effort in a large introductory microeconomics course. To do so, we use historical time-use data from the course’s online homework module to estimate the association between study time and course performance. We measure the impact of providing students this information on subsequent study effort, class attendance, homework scores, and exam performance using a randomized research design. Results show that the information contained in our intervention increased time spent studying by approximately 7% throughout the entire course, though this effect is imprecisely measured. However, when examining shorter-run outcomes (prior to the next exam) we find larger and more precisely estimated treatment effects on time spent on homeworks (12%) and homework scores (14% of a standard deviation). Treatment effects on longer run outcomes in the course are negligible. We additionally estimate large, but somewhat imprecise, average treatment effects on class attendance and small positive and insignificant average treatment effects on exam performance throughout the course. Keywords: Beliefs; Study effort; Human capital (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:ecoedu:v:94:y:2023:i:c:s027277572300047x DOI: 10.1016/j.econedurev.2023.102400 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.