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Ever failed, try again, succeed better: results from a randomized educational intervention on grit

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Alan, Şule
Boneva, Teodora

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NO

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Abstract

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.

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Oxford University Press (OUP)

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Business and economics

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Quarterly Journal of Economics

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DOI

10.1093/qje/qjz006

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