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

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 ...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1093/qje/qjz006

Authors


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Institution:
University of Oxford
Division:
SSD
Department:
Economics
Oxford college:
Hertford College
Role:
Author
Publisher:
Oxford University Press
Journal:
Quarterly Journal of Economics More from this journal
Volume:
134
Issue:
3
Pages:
1121–1162
Publication date:
2019-02-19
Acceptance date:
2019-02-01
DOI:
EISSN:
1531-4650
ISSN:
0033-5533
Language:
English
Pubs id:
pubs:933653
UUID:
uuid:a85f336e-b085-4db4-a36b-0e5f92972e32
Local pid:
pubs:933653
Source identifiers:
933653
Deposit date:
2019-03-05

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