Increasing perseverance in math: Evidence from a field experiment in Norway
Bettinger E, Ludvigsen S, Rege M, Solli IF, Yeager D · 2018
grade Crctdeveloper-involvedunclear
Sample
Not confirmed - the full text was not obtainable
Population
Norway; school students.
Design
Recorded rather than used. Neither the sample size, the randomisation unit, the control condition nor the outcome instruments could be confirmed from an accessible source, so this study is not permitted to carry any weight in the verdict.
Key findings
Not extracted. Publisher summaries describe persistent effects on perseverance and mathematics performance three weeks after treatment, driven entirely by students who initially believed less in their ability to learn. Three weeks is a very short horizon and the outcome instruments are unconfirmed.
Genetic confound
Unknown - design not confirmed.
Replication notes
Unclear. It is part of the same author group's Norwegian programme as Rege et al. 2021.
DOI / URL
10.1016/j.jebo.2017.11.032
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Perseverance and mathematics performance | not extracted | full text inaccessible; publisher summary reports effects at 3 weeks, concentrated in students with low initial belief in their ability | unclear | 3 weeks post-treatment | unclear | end-of-treatment | unclear |