The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance. NBER Working Paper No. 18165.

By Steven D. Levitt, John A. List, Susanne Neckermann, Sally Sadoff. 2012

123 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/108aaf9ee6373816321f3fbff7be433248c21c7c

Citations in the corpus

• Behavioral Economics of Education (2015, unknown): “Secondly, they summarize that incentives have mixed results on effort and achievement (e.g., Bettinger, 2012; Fryer, 2011; Rodriguez-Planas, 2014; Levitt et al., 2012).”
• Using Goals to Motivate College Students: Theory and Evidence From Field Experiments (2020, unknown): “In an educational context, Levitt et al. (2016) find evidence that school children exhibit both loss aversion (incentives framed as losses are more powerful) and present bias (immediate rewards are more effective). key reasons why performance-based goals might not be very effective in the setting…”
• Field experiments across the social sciences (2017, unknown): “Overall, studies find incentives have modest positive effects on achievement (Levitt et al. 2012, Rodrı́guezPlanas 2012), but these effects are qualified.”
• Behavioral Economics of Education: Progress and Possibilities (2015, unknown): “For instance, Levitt et al. (2012) find that an incentive offered immediately before a test and awarded minutes after improves performance, whereas offering the same incentive awarded a month later does not.”