Research Project: Cinsiyet, Performans Teşvikleri ve Risk İçeren Ekonomik Kararlar Üzerine Deneysel Çalışmalar
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Contributors
Funders
ID
TB.00094
Authors
Ertaç, Seda
Faculty Member
Publications
Strategic feedback ın teams: theory and experimental evidence
(Elsevier Science Bv, 2019) Ertaç, Seda; Gümren, Mert; Kockesen, Levent; Department of Economics; Yes; College of Administrative Sciences and Economics
We theoretically and experimentally analyze public and private feedback in teams that are characterized by different performance technologies. We consider a setting where the principal has some performance relevant private information and can either report this information truthfully or strategically withhold feedback. We find that if team performance is determined by the best performer (the "best-shot technology"), then both public and private feedback are better than no feedback unless the team is composed of all low performers, in which case no feedback is best. If, on the other hand, team performance is determined by the worst performer (the weakest-link technology), then no feedback is the best regime unless the team is composed of all high performers, in which-case public or private feedback is better. Our results have implications for feedback policies in teams, organizations, and the workplace.
Ever failed, try again, succeed better: results from a randomized educational intervention on grit
(Oxford University Press (OUP), 2019) Ertaç, Seda; Alan, Şule; Boneva, Teodora; Department of Economics; Yes; College of Administrative Sciences and Economics
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.
Understanding gender differences in leadership
(Oxford University Press (OUP), 2020) Ertaç, Seda; Alan, Şule; Kubilay, Elif; Loranth, Gyongyi; Department of Economics; Yes; College of Administrative Sciences and Economics
Using data from a large-scale field experiment, we show that while there is no gender difference in willingness to make risky decisions on behalf of a group in a sample of children, a large gap emerges in a sample of adolescents. The proportion of girls who exhibit leadership willingness drops by 39%, going from childhood to adolescence. We explore the possible factors behind this drop and find that it is largely associated with a dramatic decline in 'social confidence', measured by willingness to perform a real effort task in public.
Fostering patience in the classroom: results from randomized educational intervention
(University of Chicago Press, 2018) Ertaç, Seda; Alan, Şule; Department of Economics; Yes; College of Administrative Sciences and Economics
We evaluate the impact of a randomized educational intervention on children's intertemporal choices. The intervention aims to improve the ability to imagine future selves and encourages forward-looking behavior using a structured curriculum delivered by children's own trained teachers. We find that treated students make more patient intertemporal decisions in incentivized experimental tasks. The results persist almost 3 years after the intervention, replicate well in a different sample, and are robust across different experimental elicitation methods. The effects also extend beyond experimental outcomes: we find that treated students are significantly less likely to receive a low behavior grade.
