Literaturnachweis - Detailanzeige
Autor/in | Kramer, Jenna W. |
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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 |
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 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 |