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109 records from EconBiz based on author Name
1. An intensive, school-based learning camp targeting academic and non-cognitive skills evaluated in a randomized trial
Hvidman, Charlotte; Koch, Alexander K.; Nafziger, Julia; Nielsen, Søren Albeck; Rosholm, Michael;2024
Type: Aufsatz in Zeitschrift; Article in journal;
Availability:
Link 2. Does goal revision undermine self-regulation through goals? : an experiment
Kaiser, Jonas Pilgaard; Koch, Alexander K.; Nafziger, Julia;2024
Type: Aufsatz in Zeitschrift; Article in journal;
Availability:
Link 3. Hybrid adaptive systems
Benke, Ivo; Knierim, Michael; Adam, Marc Thomas Philipp; Beigl, Michael; Dorner, Verena; Ebner-Priemer, Ulrich; Herrmann, Manfred; Klarmann, Martin; Mädche, Alexander; Nafziger, Julia; Nieken, Petra; Pfeiffer, Jella; Puppe, Clemens; Putze, Felix; Scheibehenne, Benjamin; Schultz, Tanja; Weinhardt, Christof;2024
Type: Aufsatz in Zeitschrift; Article in journal;
Availability:
Link 4. Nudging in complex environments
abstractTo study the effects of reminder nudges in complex environments, we apply a novel experimental approach based on a computer game in which decision makers have to pay attention to and perform multiple actions within a short period of time. The set-up allows us, first, to test the effect of reminders both on reminded and non-reminded actions and thus to observe whether reminders have (positive or negative) spillovers. Second, we investigate spillovers between multiple nudges by testing the effect of scaling up the number of reminded actions. Third, we study intertemporal spillovers by investigating whether the effects of having been exposed to reminders persist after reminders are withdrawn. We observe that reminders have positive effects in the short run - multiple reminders more so than single reminders: while reminders lead to crowding-out of non-reminded actions, the positive effect on the reminded actions dominates. Yet, after withdrawal of the reminders, the negative spillover effect persists, while the positive effect partially fades out so that, overall, reminders have no effect.
Koch, Alexander K.; Monster, Dan; Nafziger, Julia;2023
Type: Graue Literatur; Non-commercial literature; Arbeitspapier; Working Paper;
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Link Link 5. Nudging in complex environments
Koch, Alexander K.; Mønster, Dan; Nafziger, Julia;2023
Type: Graue Literatur; Non-commercial literature; Arbeitspapier; Working Paper;
Availability:
Link 6. Gradual policy reforms
Koch, Alexander K.; Nafziger, Julia;2024
Type: Arbeitspapier; Working Paper;
Availability:
Link 7. An intensive, school-based learning camp targeting academic and non-cognitive skills evaluated in a randomized trial
abstractWe evaluate two variants of a school-based, intensive learning camp for pupils who are assessed 'not ready' for further education after compulsory school, using a stratified cluster randomized trial involving 15,559 pupils in 264 schools in Denmark. Next to training pupils in Danish and mathematics, the main variant targets non-cognitive skills, while the alternative variant instead uses this time for more training in Danish and math. In the short-run, in the academic areas that are targeted in the camp, we find small positive effects in math and weak evidence for positive effects in Danish. Yet, we find no evidence of lasting effects and we do not find short-run effects on non-targeted areas in math and Danish or on non-cognitive skills. Further, we find no evidence that training of non-cognitive skills affects academic outcomes. These results provide a perspective on recent evidence regarding the effects of training non-cognitive skills in schools - by running such an intervention with older pupils and in a comparatively high-resource school system.
Hvidman, Charlotte; Koch, Alexander K.; Nafziger, Julia; Nielsen, Søren Albeck; Rosholm, Michael;2021
Type: Konferenzbeitrag; Conference paper; Graue Literatur; Non-commercial literature;
Availability: Link
8. Motivational goal bracketing with non-rational goals
abstractWe provide a tractable model of motivational goal bracketing by a present-biased individual, extending previous work to show that the main insights from models with rational goals carry over to a setting with non-rational goals. Goals motivate because they serve as reference points that make substandard performance psychologically painful. A broad goal allows high performance in one task to compensate for low performance in the other. This partially insures against the risk of falling short of ones' goal(s), but creates incentives to shirk in one of the tasks. Narrow goals have a stronger motivational force and thus can be optimal, providing an explanation for observed instances of narrow bracketing. In particular, if one task outcome becomes known before working on the second task, narrow bracketing is always optimal.
Koch, Alexander K.; Nafziger, Julia;2021
Type: Graue Literatur; Non-commercial literature; Arbeitspapier; Working Paper;
Availability:
Link Link 9. Nudging in Complex Environments
Koch, Alexander K.; Monster, Dan; Nafziger, Julia;2023
Type: Working Paper;
Availability:
10. Nudging in Complex Environments
abstractTo study the effects of reminder nudges in complex environments, we apply a novel experimental approach based on a computer game in which decision makers have to pay attention to and perform multiple actions within a short period of time. The set-up allows us, first, to test the effect of reminders both on reminded and non-reminded actions and thus to observe whether reminders have (positive or negative) spillovers. Second, we investigate spillovers between multiple nudges by testing the effect of scaling up the number of reminded actions. Third, we study intertemporal spillovers by investigating whether the effects of having been exposed to reminders persist after reminders are withdrawn. We observe that reminders have positive effects in the short run multiple reminders more so than single reminders: while reminders lead to crowding-out of non-reminded actions, the positive effect on the reminded actions dominates. Yet, after withdrawal of the reminders, the negative spillover effect persists, while the positive effect partially fades out so that, overall, reminders have no effect
Koch, Alexander K.; Monster, Dan; Nafziger, Julia;2023
Availability: Link Link