Journal article
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 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.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
Actions
Access Document
- Files:
-
-
(Preview, Accepted manuscript, pdf, 376.8KB, Terms of use)
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- Publisher copy:
- 10.1093/qje/qjz006
Authors
- 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:
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1531-4650
- ISSN:
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0033-5533
- Language:
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English
- Pubs id:
-
pubs:933653
- UUID:
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uuid:a85f336e-b085-4db4-a36b-0e5f92972e32
- Local pid:
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pubs:933653
- Source identifiers:
-
933653
- Deposit date:
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2019-03-05
Terms of use
- Copyright holder:
- Alan et al.
- Copyright date:
- 2019
- Rights statement:
- Copyright © 2019 The Authors. Published by Oxford University Press on behalf of President and Fellows of Harvard College.
- Notes:
- This is the accepted manuscript version of the article. The final version is available online from Oxford University Press at: https://doi.org/10.1093/qje/qjz006
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