Experimental Evidence on the Effects (or Lack Thereof) of Informational Framing during the College Transition

Autor/in	Kramer, Jenna W.
Titel	Experimental Evidence on the Effects (or Lack Thereof) of Informational Framing during the College Transition
Quelle	In: AERA Open, 6 (2020) 1, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kramer, Jenna W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	College Bound Students; Males; First Generation College Students; African American Students; Intervention; Postsecondary Education; State Aid; Eligibility; Transitional Programs; High School Graduates; Telecommunications; Handheld Devices; Academic Achievement; Student Characteristics; Program Effectiveness; Tuition Grants; Vocational Schools; Community Colleges; Cost Effectiveness; Public Education; College Entrance Examinations; Summer Programs; Prompting; Access to Information; Enrollment Influences; Tennessee; ACT Assessment + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Post-secondary education; Tertiäre Bildung; Eignung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Telekommunikationstechnik; Schulleistung; Tuition; Grants; Unterricht; Finanzielle Beihilfe; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Community college; Community College; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Öffentliche Erziehung; Aufnahmeprüfung; Sommerkurs; Benutzerführung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Technology-facilitated interventions following high school graduation have shown promise for increasing the likelihood of college matriculation, but we know little about how to fine-tune these tools. I conducted an experiment in which college-intending Tennessee high school graduates received informational messages in distinct behavioral frames: business-as-usual, in which they received the same messages as the prior cohort; loss aversion, which emphasized what students would lose if they did not act; reduction of ambiguity, which provided details on necessary actions and anticipated completion times; and peer support, which encouraged students to work with friends on enrollment tasks. There was no main effect of the treatment frames. Heterogeneity analyses suggest that, at certain eligibility checkpoints, a loss aversion frame may negatively affect men and the peer support frame may negatively affect first-generation and Black participants. I situate the findings in the literature and recommend future directions for research on informational intervention delivery. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01