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Fostering patience in the classroom: results from randomized educational intervention

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dc.contributor.coauthorAlan, Şule
dc.contributor.departmentDepartment of Economics
dc.contributor.kuauthorErtaç, Seda
dc.contributor.kuprofileFaculty Member
dc.contributor.otherDepartment of Economics
dc.contributor.schoolcollegeinstituteCollege of Administrative Sciences and Economics
dc.contributor.yokid107102
dc.date.accessioned2024-11-10T00:01:43Z
dc.date.issued2018
dc.description.abstractWe 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.
dc.description.indexedbyWoS
dc.description.indexedbyScopus
dc.description.issue5
dc.description.openaccessYES
dc.description.publisherscopeInternational
dc.description.sponsorshipTurkish division of the ING Bank
dc.description.sponsorshipBritish Academy
dc.description.sponsorshipTurkish Capital Markets Board Intermediaries Association
dc.description.sponsorshipTUBITAK[111K444]
dc.description.sponsorshipKoc University
dc.description.sponsorshipUniversity of Essex
dc.description.sponsorshipEconomic and Social Research Council Research Centre on Micro-social Change (MISOC)
dc.description.sponsorshipTUBA-GEBIP Program
dc.description.sponsorshipEuropean Investment Bank Institute through its EIBURS initiative
dc.description.sponsorshipESRC [ES/L009153/1] Funding Source: UKRI Previous title: "Good Things Come to Those Who (Are Taught How to) Wait: An Educational Intervention on Time Preference." This paper is part of a field project mainly funded by the Turkish division of the ING Bank. Other funders are British Academy, Turkish Capital Markets Board Intermediaries Association, TUBITAK(Career Grant 111K444), Koc University, University of Essex, the Economic and Social Research Council Research Centre on Micro-social Change (MISOC), and the TUBA-GEBIP Program, which we would like to thank for generous financial support. We are grateful to conference participants at the 2013 workshop on "Self-Control, Self-Regulation and Education" at Aarhus University, the 2014 North American meeting of the Econometric Society, 2014 Foundations of Utility and Risk Conference, and seminar participants at the University of Chicago, University College London, George Mason University, Erasmus University, Goethe University, Sabanci University, Norwegian School of Economics, and University of Essex for helpful comments. We would also like to thank Elif Kubilay, Nergis Zaim, İpek Mumcu, Mert Gumren, Banu Donmez, Enes Duysak, Emre Karabulutoğlu, and Aslıhan Tutuncu, as well as numerous other students who provided excellent research assistance. We also gratefully acknowledge financial support from the European Investment Bank Institute through its EIBURS initiative. The findings, interpretations, and conclusions presented in this article are entirely those of the authors and should not be attributed in any manner to the European Investment Bank or its Institute. All errors are our own. Data are provided as supplementary material online.
dc.description.volume126
dc.identifier.doi10.1086/699007
dc.identifier.eissn1537-534X
dc.identifier.issn0022-3808
dc.identifier.quartileQ1
dc.identifier.scopus2-s2.0-85046759246
dc.identifier.urihttp://dx.doi.org/10.1086/699007
dc.identifier.urihttps://hdl.handle.net/20.500.14288/16020
dc.identifier.wos445879300003
dc.keywordsHigher discount rates
dc.keywordsTime-preferences
dc.keywordsSelf-control
dc.keywordsDelayed rewards
dc.keywordsCognitive-ability
dc.keywordsCriminal behavior
dc.languageEnglish
dc.publisherUniv Chicago Press
dc.sourceJournal of Political Economy
dc.subjectEconomics
dc.titleFostering patience in the classroom: results from randomized educational intervention
dc.typeJournal Article
dspace.entity.typePublication
local.contributor.authorid0000-0002-5077-5555
local.contributor.kuauthorErtaç, Seda
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relation.isOrgUnitOfPublication.latestForDiscovery7ad2a3bb-d8d9-4cbd-a6a3-3ca4b30b40c3

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