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dc.contributor.authorHermes, Henning
dc.contributor.authorHuschens, Martin
dc.contributor.authorRothlauf, Franz
dc.contributor.authorSchunk, Daniel
dc.date.accessioned2019-06-28T06:28:59Z
dc.date.available2019-06-28T06:28:59Z
dc.date.issued2019-06-23
dc.identifier.issn0804-6824
dc.identifier.urihttp://hdl.handle.net/11250/2602662
dc.description.abstractRelative performance feedback (RPF) has often been shown to improve effort and performance in the workplace and educational settings. Yet, many studies also document substantial negative effects of RPF, in particular for low-achievers. We study a novel type of RPF designed to overcome these negative effects of RPF on low-achievers by scoring individual performance improvements. With a sample of about 400 children, we conduct a class-wise randomized-controlled trial in regular teaching lessons in primary schools. We demonstrate that this type of RPF significantly increases motivation, effort, and performance in math for low-achieving children, without hurting high-achieving children. Among low-achievers, those receiving more points and moving up in the ranking improved strongest on motivation and math performance. In addition, we document substantial gender differences in response to this type of RPF: improvements in motivation and learning are much stronger for girls. We argue that using this novel type of RPF could potentially reduce inequalities, especially in educational settings.nb_NO
dc.language.isoengnb_NO
dc.publisherInstitutt for samfunnsøkonominb_NO
dc.relation.ispartofseriesDP SAM;14/2019
dc.subjectrelative performance feedback, rankings, randomized-controlled trial, education, gender differences, inequalitynb_NO
dc.titleMotivating Low-Achievers—Relative Performance Feedback in Primary Schoolsnb_NO
dc.typeWorking papernb_NO
dc.subject.nsiSamfunnsvitenskapnb_NO
dc.source.pagenumber58nb_NO
dc.relation.project262675nb_NO


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