Publication type
Journal Article
Authors
Publication date
August 15, 2019
Summary:
We show that grit, a skill that has been shown to be highly predictive of achievement, is malleable in childhood and can be fostered in the classroom environment. We evaluate a randomized educational intervention implemented in two independent elementary school samples. Outcomes are measured via a novel incentivized real-effort task and performance in standardized tests. We find that treated students are more likely to exert effort to accumulate task-specific ability and hence more likely to succeed. In a follow up 2.5 years after the intervention, we estimate an effect of about 0.2 standard deviations on a standardized math test.
Published in
Quarterly Journal of Economics
Volume and page numbers
Volume: 134 , p.1 -1
DOI
https://doi.org/10.1093/qje/qjz006
ISSN
335533
Subjects
Link
- https://lib.essex.ac.uk/iii/encore/record/C__Rb1590066?lang=eng
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