Publication type
Journal Article
Authors
Publication date
June 1, 2026
Summary:
We implement a randomized information intervention to enhance beliefs about the productivity of effort on a cohort of undergraduate students at a UK university. The intervention increases first-year exam grades and GPA, with an intention-to-treat effect of 0.10 of a standard deviation. The effects are larger for men, reducing the gender gap in academic achievement by a third. The data allow us to examine the mechanisms linking the intervention to outcomes, through changes in beliefs and academic inputs, as well as its longer-term effects. We replicate the main results at another UK university, highlighting the external validity of our findings.
Published in
Journal of Human Resources
ISSN
22166
Subjects
Link
University of Essex Research Repository
Notes
In Press
#589044