The today and tomorrow of kids: Time preferences and educational outcomes of children

By Marco E. Castillo, Paul J. Ferraro, J. Jordan, Ragan Petrie. 2011

224 citations recorded by the source corpus.

Subfields: Accounting, Education, Gender Studies

View Paper: https://www.semanticscholar.org/paper/e3fc6d0670ccb3b5f2104e5d9790e8b612d7c58e

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Citations in the corpus

The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance. NBER Working Paper No. 18165. (2012, unknown): “Bettinger and Slonim (2007) and Castillo et al. (2011) find that boys are more impatient than girls.”
Behavioral Economics of Education (2015, background): “…that elicit time-preferences n educational settings using behavioral measures or survey measures of patience and/or self-control (e.g., Ariely and ertenbroch, 2002; Bettinger and Slonim, 2007; Wong, 2008; Castillo et al., 2011; Sutter et al., 2013; Lindahl et al., 2014; isin and Hyndman, 2014).”
Parental background and other-regarding preferences in children (2014, background): “(2013) and Castillo et al. (2011) also show that experimental”
Fostering Patience in the Classroom: Results from Randomized Educational Intervention (2018, methodology): “The task has also been used in children and adolescents by Bettinger and Slonim (2007), Castillo et al. (2011), and Sutter et al. (2013), among others. fostering patience in the classroom 1879 the individual to be willing to wait is a measure of impatience.”
A large-scale test of the effects of time discounting, risk aversion, loss aversion, and present bias on household adoption of energy-efficient technologies (2019, background): “18 For example, educational outcomeswere found to be higher formore patient children (Castillo et al., 2011) and more risk-averse children (Castillo et al.”
U.S. High School Graduation Rates: Patterns and Explanations (2013, unknown): “For example, Castillo et al. (2011) asked a large group of eighth graders a series of questions about whether they would prefer $49 one month from now or a larger amount seven months from now.”
MISBEHAVIOR, EDUCATION, AND LABOR MARKET OUTCOMES (2013, unknown): “Speci cally, Castillo et al. (2011) elicit discount rates of the entire eighth-grade student population of one school district in Georgia by offering the eighth-graders choices between receiving $49 after a month and receiving a larger amount of money that varied (between $50.83 and $98.02) after…”